Montenegro vs Uzbekistan: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Montenegro
- Uzbekistan
How they compare
Montenegro currently reports 35.6% against 34.6% in Uzbekistan, a difference of 1.0%.
The two have swapped places 2 times across 8 shared years of data; in 2003 it was Montenegro ahead.
Montenegro ranks 17th and Uzbekistan ranks 19th of 200 countries.
Across the 2 decades both report, Montenegro averaged higher in 1 and Uzbekistan in 1.
Head to head by decade
| Decade | Montenegro | Uzbekistan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 33.9% | 16.1% | 17.8% | Montenegro |
| 2010s | 35.4% | 35.7% | 0.3% | 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, Montenegro or Uzbekistan?
- Montenegro, at 35.6% against 34.6% in Uzbekistan as of 2018.
- What is the difference in share of male students in secondary education enrolled in vocational between Montenegro and Uzbekistan?
- 1.0%, with Montenegro ahead.
- How many years of comparable data are there for Montenegro and Uzbekistan?
- 8 years are reported by both, from 2003 to 2017.
- How do Montenegro and Uzbekistan rank globally for share of male students in secondary education enrolled in vocational?
- Montenegro ranks 17th 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.
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.