Namibia vs Solomon Islands: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Namibia
- Solomon Islands
How they compare
Namibia currently reports 0.1% against 0.0% in Solomon Islands, a difference of 0.1%.
Across all 5 years both countries report, Namibia has been ahead every year.
Namibia ranks 183rd and Solomon Islands ranks 184th of 200 countries.
Namibia has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of male students in secondary education enrolled in vocational, Namibia or Solomon Islands?
- Namibia, at 0.1% against 0.0% in Solomon Islands as of 1997.
- What is the difference in share of male students in secondary education enrolled in vocational between Namibia and Solomon Islands?
- 0.1%, with Namibia ahead.
- How many years of comparable data are there for Namibia and Solomon Islands?
- 5 years are reported by both, from 1990 to 1994.
- How do Namibia and Solomon Islands rank globally for share of male students in secondary education enrolled in vocational?
- Namibia ranks 183rd and Solomon Islands ranks 184th 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.