Middle income vs Poland: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Middle income
- Poland
How they compare
Poland currently reports 33.6% against 11.1% in Middle income, a difference of 22.5%.
That makes Poland's figure about 3.0 times Middle income's.
Across all 32 years both countries report, Poland has been ahead every year.
Middle income ranks 24th and Poland ranks 22nd of 45 groups.
Poland has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Middle income | Poland | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 7.6% | 50.4% | 42.9% | Poland |
| 1980s | 10.0% | 52.4% | 42.3% | Poland |
| 1990s | 9.5% | 52.6% | 43.1% | Poland |
| 2000s | 9.2% | 35.9% | 26.7% | Poland |
| 2010s | 11.1% | 34.3% | 23.1% | Poland |
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, Middle income or Poland?
- Poland, at 33.6% against 11.1% in Middle income as of 2017.
- What is the difference in share of male students in secondary education enrolled in vocational between Middle income and Poland?
- 22.5%, with Poland ahead.
- How many years of comparable data are there for Middle income and Poland?
- 32 years are reported by both, from 1972 to 2017.
- How do Middle income and Poland rank globally for share of male students in secondary education enrolled in vocational?
- Middle income ranks 24th and Poland ranks 22nd 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.