Macau, China vs Sri Lanka: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Macau, China
- Sri Lanka
How they compare
Macau, China currently reports 4.5% against 4.4% in Sri Lanka, a difference of 0.1%.
The two have swapped places 2 times across 10 shared years of data; in 1990 it was Macau, China ahead.
Macau, China ranks 129th and Sri Lanka ranks 131st of 200 countries.
Across the 2 decades both report, Macau, China averaged higher in 1 and Sri Lanka in 1.
Head to head by decade
| Decade | Macau, China | Sri Lanka | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 8.0% | 0.0% | 8.0% | Macau, China |
| 2010s | 4.6% | 5.6% | 1.0% | Sri Lanka |
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, Macau, China or Sri Lanka?
- Macau, China, at 4.5% against 4.4% in Sri Lanka as of 2018.
- What is the difference in share of male students in secondary education enrolled in vocational between Macau, China and Sri Lanka?
- 0.1%, with Macau, China ahead.
- How many years of comparable data are there for Macau, China and Sri Lanka?
- 10 years are reported by both, from 1990 to 2018.
- How do Macau, China and Sri Lanka rank globally for share of male students in secondary education enrolled in vocational?
- Macau, China ranks 129th and Sri Lanka ranks 131st 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.
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.