Chile vs IDA total: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- Chile
- IDA total
How they compare
Chile currently reports 2.1% against 0.8% in IDA total, a difference of 1.3%.
That makes Chile's figure about 2.6 times IDA total's.
Across all 5 years both countries report, Chile has been ahead every year.
Chile ranks 31st and IDA total ranks 29th of 77 countries.
Chile has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of female students in lower secondary education enrolled in, Chile or IDA total?
- Chile, at 2.1% against 0.8% in IDA total as of 2017.
- What is the difference in share of female students in lower secondary education enrolled in between Chile and IDA total?
- 1.3%, with Chile ahead.
- How many years of comparable data are there for Chile and IDA total?
- 5 years are reported by both, from 2013 to 2017.
- How do Chile and IDA total rank globally for share of female students in lower secondary education enrolled in?
- Chile ranks 31st and IDA total ranks 29th 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.