Belgium vs Panama: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- Belgium
- Panama
How they compare
Panama currently reports 29.3% against 19.3% in Belgium, a difference of 10.0%.
That makes Panama's figure about 1.5 times Belgium's.
Across all 6 years both countries report, Belgium has been ahead every year.
Belgium ranks 4th and Panama ranks 1st of 77 countries.
Belgium has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Belgium | Panama | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 36.0% | 34.0% | 2.0% | Belgium |
| 2000s | 42.1% | 31.1% | 11.0% | Belgium |
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, Belgium or Panama?
- Panama, at 29.3% against 19.3% in Belgium as of 2005.
- What is the difference in share of female students in lower secondary education enrolled in between Belgium and Panama?
- 10.0%, with Panama ahead.
- How many years of comparable data are there for Belgium and Panama?
- 6 years are reported by both, from 1999 to 2005.
- How do Belgium and Panama rank globally for share of female students in lower secondary education enrolled in?
- Belgium ranks 4th and Panama ranks 1st 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.