Chile vs Least developed countries: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- Chile
- Least developed countries
How they compare
Chile currently reports 2.1% against 0.3% in Least developed countries, a difference of 1.8%.
That makes Chile's figure about 7.6 times Least developed countries's.
Across all 5 years both countries report, Chile has been ahead every year.
Chile ranks 31st and Least developed countries ranks 34th 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 Least developed countries?
- Chile, at 2.1% against 0.3% in Least developed countries as of 2017.
- What is the difference in share of female students in lower secondary education enrolled in between Chile and Least developed countries?
- 1.8%, with Chile ahead.
- How many years of comparable data are there for Chile and Least developed countries?
- 5 years are reported by both, from 2013 to 2017.
- How do Chile and Least developed countries rank globally for share of female students in lower secondary education enrolled in?
- Chile ranks 31st and Least developed countries ranks 34th 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.