Guyana vs Middle East, North Africa, Afghanistan & Pakistan (excluding high income): Share of female students in lower secondary education enrolled in

Guyana
4.4%
in 2012
Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
1.5%
in 2018
Guyana rank
17th
Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank
18th

Share of female students in lower secondary education enrolled in over time

  • Guyana
  • Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
246810199820082018

How they compare

Guyana currently reports 4.4% against 1.5% in Middle East, North Africa, Afghanistan & Pakistan (excluding high income), a difference of 2.9%.

That makes Guyana's figure about 3.1 times Middle East, North Africa, Afghanistan & Pakistan (excluding high income)'s.

Across all 9 years both countries report, Guyana has been ahead every year.

Guyana ranks 17th and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 18th of 77 countries.

Guyana has averaged higher in every one of the 3 decades both report.

Head to head by decade

Decade Guyana Middle East, North Africa, Afghanistan & Pakistan (excluding high income) Difference Ahead
1990s 6.5% 1.9% 4.6% Guyana
2000s 8.0% 1.8% 6.3% Guyana
2010s 5.0% 1.4% 3.6% 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 Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
Guyana, at 4.4% against 1.5% in Middle East, North Africa, Afghanistan & Pakistan (excluding high income) as of 2012.
What is the difference in share of female students in lower secondary education enrolled in between Guyana and Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
2.9%, with Guyana ahead.
How many years of comparable data are there for Guyana and Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
9 years are reported by both, from 1999 to 2012.
How do Guyana and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank globally for share of female students in lower secondary education enrolled in?
Guyana ranks 17th and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 18th 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.

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Guyana vs Middle East, North Africa, Afghanistan & Pakistan (excluding high income): Share of female students in lower secondary education enrolled in. Statizoid, drawing on UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Retrieved 16 September 2026, from https://reference.statizoid.com/compare/share-of-female-students-in-lower-secondary-education-enrolled-in-vocational-programmes/guyana/middle-east-north-africa-afghanistan-and-pakistan-excluding-high-income/

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About this data

Indicator
Share of female students in lower secondary education enrolled in vocational programmes (%)
Unit
%
Source
UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
122 places, 1,963 data points, 1997–2018
Last refreshed

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.