In a majority of the EU Member States (17 of the 23 with post-secondary non-tertiary education) all of the pupils at this educational level were enrolled in vocational programmes. In 2015, 61.2 % of EU-28 enterprises offered at least CVT courses and 59.9 % provided at least other forms of CVT; note that some of these enterprises provided both CVT courses and other forms of CVT. Data extracted in October 2019. In some countries, such as Costa Rica, , the gap was larger than 10 percentage points in favour of boys.Customize and download secondary education dataFor a full picture of children’s school participation, UNICEF uses two sources of data: enrolment data, which are based on administrative records, and attendance data from household surveys. In 2017, 4.3 % of pupils in lower secondary education in the EU followed vocational programmes, with this share reaching 47.8 % for upper secondary education and 92.0 % for post-secondary non-tertiary education.
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This article presents statistics on The first section of this article looks at vocational education within Within lower secondary education (ISCED level 2), vocational programmes are relatively rare: in 2017 they accounted for 4.3 % of the total number of pupils at this level in the In 2017, close to half (47.8 %) of all upper secondary (ISCED level 3) school pupils in the EU-28 followed vocational programmes, with the share for males (52.8 %) clearly higher than that recorded for females (42.7 %). Quick Analysis with our professional Research Service: The average expenditure per participant on CVT courses ranged from 446 PPS in Czechia to 1 998 PPS in the Netherlands, with France (2 176 PPS), Belgium (2 443 PPS) and Denmark (3 595 PPS) above this range. EU-28 enterprises were slightly more likely to provide CVT through courses (either internal or external) than to provide other forms of CVT, such as planned learning through guided on-the-job training, job rotation, exchanges or secondments, conferences and workshops, participation in learning or quality improvement groups, or self-directed learning. Post-baccalaureate enrollment numbers, by ethnicity U.S. 1976-2018 Post-baccalaureate enrollment by attendance type U.S. 1976-2029 The most important statistics
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When you open a RESP account for a child, the Government of Canada will help you save by adding money to your RESP through special programs that encourage people to save. In the majority of these countries, more than half of the students assessed failed to reach the minimum level of performance in mathematics. This was particularly the case for information and communication services and financial and insurance activities where the proportion of enterprises offering CVT peaked at 85.5 %. Comparing the proportion of enterprises providing CVT courses and those providing other forms of CVT, differences in excess of 10 percentage points were observed in 13 of the EU Member States, with enterprises in Finland, Spain, France and Czechia more likely to provide CVT courses, whereas enterprises in Poland, Lithuania, Germany, the United Kingdom, Portugal, Malta, Estonia, Ireland and Latvia were more likely to provide other forms of CVT. Many countries have committed themselves to achieving more than universal primary education, by extending the target to the secondary education level. By contrast, female graduates accounted for close to three quarters of all post-secondary non-tertiary graduates from vocational programmes in Austria (74.9 %) and Poland (75.5 %) and more than nine tenths (91.9 %) in Malta — see Figure 1. In 2015, the results of the Programme for International Student Assessment, known as PISA, indicated that large numbers of 15-year-old students struggle to master basic reading and numeracy skills in UNICEF-supported countries. In 15 of the EU Member States, less than half of all upper secondary pupils were studying vocational programmes, with this share dropping below one fifth in Cyprus (16.7 %) and Ireland (10.3 %). More information on graduates from secondary and post-secondary non-tertiary education is available in a There was a relatively high degree of variation in Across the EU-28, the pupil-teacher ratio within upper secondary education was 0.6 Although the data presented in Figure 3 are from the The remainder of this article focuses on data from the continuing vocational training survey and in particular on the provision of continuing vocational training (CVT) by enterprises.
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