Cuba vs Mozambique: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- Cuba
- Mozambique
How they compare
Mozambique currently reports 1.3% against 1.3% in Cuba, a difference of 0.0%.
Across all 17 years both countries report, Mozambique has been ahead every year.
Cuba ranks 38th and Mozambique ranks 36th of 77 countries.
Mozambique has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Cuba | Mozambique | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 5.1% | 13.2% | 8.0% | Mozambique |
| 2000s | 2.1% | 6.8% | 4.6% | Mozambique |
| 2010s | 1.1% | 2.6% | 1.5% | Mozambique |
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, Cuba or Mozambique?
- Mozambique, at 1.3% against 1.3% in Cuba as of 2017.
- What is the difference in share of female students in lower secondary education enrolled in between Cuba and Mozambique?
- 0.0%, with Mozambique ahead.
- How many years of comparable data are there for Cuba and Mozambique?
- 17 years are reported by both, from 1999 to 2017.
- How do Cuba and Mozambique rank globally for share of female students in lower secondary education enrolled in?
- Cuba ranks 38th and Mozambique ranks 36th 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.