Chad vs Dominica: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- Chad
- Dominica
How they compare
Chad currently reports 0.0% against 0.0% in Dominica, a difference of 0.0%.
The two have swapped places 1 time across 13 shared years of data; in 1999 it was Dominica ahead.
Chad ranks 69th and Dominica ranks 70th of 77 countries.
Dominica has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Chad | Dominica | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 0.1% | 25.2% | 25.1% | Dominica |
| 2000s | 0.1% | 8.1% | 8.0% | Dominica |
| 2010s | 0.1% | 5.2% | 5.1% | Dominica |
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, Chad or Dominica?
- Chad, at 0.0% against 0.0% in Dominica as of 2016.
- What is the difference in share of female students in lower secondary education enrolled in between Chad and Dominica?
- 0.0%, with Chad ahead.
- How many years of comparable data are there for Chad and Dominica?
- 13 years are reported by both, from 1999 to 2015.
- How do Chad and Dominica rank globally for share of female students in lower secondary education enrolled in?
- Chad ranks 69th and Dominica ranks 70th 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.