Algeria vs Peru: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- Algeria
- Peru
How they compare
Algeria currently reports 4.0% against 3.7% in Peru, a difference of 0.3%.
That makes Algeria's figure about 1.1 times Peru's.
The two have swapped places 1 time across 9 shared years of data; in 2003 it was Peru ahead.
Algeria ranks 20th and Peru ranks 22nd of 77 countries.
Algeria has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Algeria | Peru | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 5.0% | 4.0% | 0.9% | Algeria |
| 2010s | 4.0% | 1.7% | 2.3% | Algeria |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of female students in lower secondary education enrolled in, Algeria or Peru?
- Algeria, at 4.0% against 3.7% in Peru as of 2011.
- What is the difference in share of female students in lower secondary education enrolled in between Algeria and Peru?
- 0.3%, with Algeria ahead.
- How many years of comparable data are there for Algeria and Peru?
- 9 years are reported by both, from 2003 to 2011.
- How do Algeria and Peru rank globally for share of female students in lower secondary education enrolled in?
- Algeria ranks 20th and Peru ranks 22nd of 77 countries.
- Where does this data come from?
- UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020, published as Share of female students in lower 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 female students enrolled in vocational programmes at the lower secondary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the lower 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.