IDA only vs Morocco: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- IDA only
- Morocco
How they compare
Morocco currently reports 2.3% against 0.5% in IDA only, a difference of 1.8%.
That makes Morocco's figure about 4.8 times IDA only's.
Across all 17 years both countries report, Morocco has been ahead every year.
IDA only ranks 30th and Morocco ranks 29th of 43 groups.
Morocco has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | IDA only | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1.0% | 3.6% | 2.6% | Morocco |
| 2000s | 1.0% | 2.8% | 1.8% | Morocco |
| 2010s | 0.7% | 2.1% | 1.4% | Morocco |
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, IDA only or Morocco?
- Morocco, at 2.3% against 0.5% in IDA only as of 2018.
- What is the difference in share of female students in lower secondary education enrolled in between IDA only and Morocco?
- 1.8%, with Morocco ahead.
- How many years of comparable data are there for IDA only and Morocco?
- 17 years are reported by both, from 1999 to 2018.
- How do IDA only and Morocco rank globally for share of female students in lower secondary education enrolled in?
- IDA only ranks 30th and Morocco ranks 29th of 43 groups.
- 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.