Iran vs Latvia: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- Iran
- Latvia
How they compare
Latvia currently reports 0.3% against 0.2% in Iran, a difference of 0.1%.
That makes Latvia's figure about 1.3 times Iran's.
The two have swapped places 2 times across 8 shared years of data; in 2009 it was Latvia ahead.
Iran ranks 55th and Latvia ranks 52nd of 77 countries.
Latvia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Iran | Latvia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0.1% | 0.6% | 0.5% | Latvia |
| 2010s | 0.3% | 0.4% | 0.1% | Latvia |
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, Iran or Latvia?
- Latvia, at 0.3% against 0.2% in Iran as of 2017.
- What is the difference in share of female students in lower secondary education enrolled in between Iran and Latvia?
- 0.1%, with Latvia ahead.
- How many years of comparable data are there for Iran and Latvia?
- 8 years are reported by both, from 2009 to 2017.
- How do Iran and Latvia rank globally for share of female students in lower secondary education enrolled in?
- Iran ranks 55th and Latvia ranks 52nd 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.