Luxembourg vs Uzbekistan: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Luxembourg
- Uzbekistan
How they compare
Uzbekistan currently reports 34.6% against 33.7% in Luxembourg, a difference of 0.9%.
The two have swapped places 1 time across 12 shared years of data; in 1999 it was Luxembourg ahead.
Luxembourg ranks 21st and Uzbekistan ranks 19th of 200 countries.
Across the 3 decades both report, Luxembourg averaged higher in 2 and Uzbekistan in 1.
Head to head by decade
| Decade | Luxembourg | Uzbekistan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 33.9% | 11.3% | 22.5% | Luxembourg |
| 2000s | 33.5% | 15.4% | 18.1% | Luxembourg |
| 2010s | 33.0% | 36.1% | 3.1% | Uzbekistan |
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, Luxembourg or Uzbekistan?
- Uzbekistan, at 34.6% against 33.7% in Luxembourg as of 2017.
- What is the difference in share of male students in secondary education enrolled in vocational between Luxembourg and Uzbekistan?
- 0.9%, with Uzbekistan ahead.
- How many years of comparable data are there for Luxembourg and Uzbekistan?
- 12 years are reported by both, from 1999 to 2017.
- How do Luxembourg and Uzbekistan rank globally for share of male students in secondary education enrolled in vocational?
- Luxembourg ranks 21st and Uzbekistan ranks 19th of 200 countries.
- 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.
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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.