Egypt vs Vanuatu: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- Egypt
- Vanuatu
How they compare
Vanuatu currently reports 2.3% against 1.6% in Egypt, a difference of 0.7%.
That makes Vanuatu's figure about 1.5 times Egypt's.
The two have swapped places 2 times across 5 shared years of data; in 2001 it was Vanuatu ahead.
Egypt ranks 33rd and Vanuatu ranks 30th of 77 countries.
Across the 2 decades both report, Egypt averaged higher in 1 and Vanuatu in 1.
Head to head by decade
| Decade | Egypt | Vanuatu | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 1.9% | 1.1% | 0.8% | Egypt |
| 2010s | 1.5% | 2.2% | 0.7% | Vanuatu |
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, Egypt or Vanuatu?
- Vanuatu, at 2.3% against 1.6% in Egypt as of 2015.
- What is the difference in share of female students in lower secondary education enrolled in between Egypt and Vanuatu?
- 0.7%, with Vanuatu ahead.
- How many years of comparable data are there for Egypt and Vanuatu?
- 5 years are reported by both, from 2001 to 2013.
- How do Egypt and Vanuatu rank globally for share of female students in lower secondary education enrolled in?
- Egypt ranks 33rd and Vanuatu ranks 30th 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.