Mali vs Sierra Leone: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Mali
- Sierra Leone
How they compare
Sierra Leone currently reports 13.2% against 13.0% in Mali, a difference of 0.2%.
Across all 11 years both countries report, Mali has been ahead every year.
Mali ranks 72nd and Sierra Leone ranks 70th of 200 countries.
Mali has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Mali | Sierra Leone | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 12.0% | 5.3% | 6.7% | Mali |
| 1980s | 13.8% | 2.6% | 11.2% | Mali |
| 1990s | 14.2% | 4.2% | 10.1% | Mali |
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, Mali or Sierra Leone?
- Sierra Leone, at 13.2% against 13.0% in Mali as of 2001.
- What is the difference in share of male students in secondary education enrolled in vocational between Mali and Sierra Leone?
- 0.2%, with Sierra Leone ahead.
- How many years of comparable data are there for Mali and Sierra Leone?
- 11 years are reported by both, from 1971 to 1991.
- How do Mali and Sierra Leone rank globally for share of male students in secondary education enrolled in vocational?
- Mali ranks 72nd and Sierra Leone ranks 70th 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.