Nicaragua vs Trinidad and Tobago: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Nicaragua
- Trinidad and Tobago
How they compare
Trinidad and Tobago currently reports 1.3% against 1.2% in Nicaragua, a difference of 0.1%.
Across all 12 years both countries report, Nicaragua has been ahead every year.
Nicaragua ranks 168th and Trinidad and Tobago ranks 167th of 200 countries.
Nicaragua has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Nicaragua | Trinidad and Tobago | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 12.4% | 6.5% | 6.0% | Nicaragua |
| 1980s | 14.0% | 1.0% | 13.0% | Nicaragua |
| 2000s | 5.1% | 1.3% | 3.9% | Nicaragua |
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, Nicaragua or Trinidad and Tobago?
- Trinidad and Tobago, at 1.3% against 1.2% in Nicaragua as of 2004.
- What is the difference in share of male students in secondary education enrolled in vocational between Nicaragua and Trinidad and Tobago?
- 0.1%, with Trinidad and Tobago ahead.
- How many years of comparable data are there for Nicaragua and Trinidad and Tobago?
- 12 years are reported by both, from 1971 to 2004.
- How do Nicaragua and Trinidad and Tobago rank globally for share of male students in secondary education enrolled in vocational?
- Nicaragua ranks 168th and Trinidad and Tobago ranks 167th 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.