Eswatini vs Madagascar: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- Eswatini
- Madagascar
How they compare
Eswatini currently reports 0.6% against 0.5% in Madagascar, a difference of 0.1%.
That makes Eswatini's figure about 1.3 times Madagascar's.
The two have swapped places 3 times across 9 shared years of data; in 2005 it was Madagascar ahead.
Eswatini ranks 46th and Madagascar ranks 47th of 77 countries.
Madagascar has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Eswatini | Madagascar | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0.0% | 1.0% | 1.0% | Madagascar |
| 2010s | 0.3% | 0.4% | 0.1% | Madagascar |
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, Eswatini or Madagascar?
- Eswatini, at 0.6% against 0.5% in Madagascar as of 2016.
- What is the difference in share of female students in lower secondary education enrolled in between Eswatini and Madagascar?
- 0.1%, with Eswatini ahead.
- How many years of comparable data are there for Eswatini and Madagascar?
- 9 years are reported by both, from 2005 to 2016.
- How do Eswatini and Madagascar rank globally for share of female students in lower secondary education enrolled in?
- Eswatini ranks 46th and Madagascar ranks 47th 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.