Low income vs Türkiye: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Low income
- Türkiye
How they compare
Türkiye currently reports 25.1% against 6.0% in Low income, a difference of 19.1%.
That makes Türkiye's figure about 4.2 times Low income's.
Across all 42 years both countries report, Türkiye has been ahead every year.
Low income ranks 39th and Türkiye ranks 36th of 45 groups.
Türkiye has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Low income | Türkiye | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 6.4% | 20.3% | 14.0% | Türkiye |
| 1980s | 8.6% | 24.3% | 15.7% | Türkiye |
| 1990s | 10.4% | 25.9% | 15.6% | Türkiye |
| 2000s | 7.0% | 21.2% | 14.2% | Türkiye |
| 2010s | 6.1% | 24.8% | 18.8% | Türkiye |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of male students in secondary education enrolled in vocational, Low income or Türkiye?
- Türkiye, at 25.1% against 6.0% in Low income as of 2017.
- What is the difference in share of male students in secondary education enrolled in vocational between Low income and Türkiye?
- 19.1%, with Türkiye ahead.
- How many years of comparable data are there for Low income and Türkiye?
- 42 years are reported by both, from 1971 to 2017.
- How do Low income and Türkiye rank globally for share of male students in secondary education enrolled in vocational?
- Low income ranks 39th and Türkiye ranks 36th of 45 groups.
- Where does this data come from?
- UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020, published as Share of male students in secondary education enrolled in vocational programmes (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of male students enrolled in vocational programmes at the secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the secondary level. Vocational education is designed for learners to acquire the knowledge, skills and competencies specific to a particular occupation or trade or class of occupations or trades. Vocational education may have work-based components (e.g. apprenticeships). Successful completion of such programmes leads to labour-market relevant vocational qualifications acknowledged as occupationally-oriented by the relevant national authorities and/or the labour market.