Sri Lanka vs Tonga: Share of male students in secondary education enrolled in vocational
Share of male students in secondary education enrolled in vocational over time
- Sri Lanka
- Tonga
How they compare
Sri Lanka currently reports 4.4% against 4.2% in Tonga, a difference of 0.2%.
The two have swapped places 1 time across 10 shared years of data; in 1981 it was Tonga ahead.
Sri Lanka ranks 131st and Tonga ranks 132nd of 200 countries.
Across the 3 decades both report, Sri Lanka averaged higher in 1 and Tonga in 2.
Head to head by decade
| Decade | Sri Lanka | Tonga | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 0.0% | 3.6% | 3.6% | Tonga |
| 1990s | 0.0% | 6.5% | 6.5% | Tonga |
| 2010s | 6.4% | 4.1% | 2.3% | Sri Lanka |
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, Sri Lanka or Tonga?
- Sri Lanka, at 4.4% against 4.2% in Tonga as of 2018.
- What is the difference in share of male students in secondary education enrolled in vocational between Sri Lanka and Tonga?
- 0.2%, with Sri Lanka ahead.
- How many years of comparable data are there for Sri Lanka and Tonga?
- 10 years are reported by both, from 1981 to 2013.
- How do Sri Lanka and Tonga rank globally for share of male students in secondary education enrolled in vocational?
- Sri Lanka ranks 131st and Tonga ranks 132nd 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.