Guyana vs IDA blend: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- Guyana
- IDA blend
How they compare
Guyana currently reports 4.4% against 1.5% in IDA blend, a difference of 2.9%.
That makes Guyana's figure about 2.9 times IDA blend's.
Across all 8 years both countries report, Guyana has been ahead every year.
Guyana ranks 17th and IDA blend ranks 14th of 77 countries.
Guyana has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Guyana | IDA blend | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 8.0% | 1.5% | 6.5% | Guyana |
| 2010s | 5.0% | 1.7% | 3.2% | Guyana |
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, Guyana or IDA blend?
- Guyana, at 4.4% against 1.5% in IDA blend as of 2012.
- What is the difference in share of female students in lower secondary education enrolled in between Guyana and IDA blend?
- 2.9%, with Guyana ahead.
- How many years of comparable data are there for Guyana and IDA blend?
- 8 years are reported by both, from 2001 to 2012.
- How do Guyana and IDA blend rank globally for share of female students in lower secondary education enrolled in?
- Guyana ranks 17th and IDA blend ranks 14th 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.