Ireland vs Peru: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- Ireland
- Peru
How they compare
Peru currently reports 3.7% against 3.6% in Ireland, a difference of 0.1%.
The two have swapped places 1 time across 8 shared years of data; in 2005 it was Peru ahead.
Ireland ranks 23rd and Peru ranks 22nd of 77 countries.
Across the 2 decades both report, Ireland averaged higher in 1 and Peru in 1.
Head to head by decade
| Decade | Ireland | Peru | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 3.1% | 3.4% | 0.3% | Peru |
| 2010s | 3.8% | 1.7% | 2.1% | Ireland |
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, Ireland or Peru?
- Peru, at 3.7% against 3.6% in Ireland as of 2018.
- What is the difference in share of female students in lower secondary education enrolled in between Ireland and Peru?
- 0.1%, with Peru ahead.
- How many years of comparable data are there for Ireland and Peru?
- 8 years are reported by both, from 2005 to 2012.
- How do Ireland and Peru rank globally for share of female students in lower secondary education enrolled in?
- Ireland ranks 23rd and Peru ranks 22nd 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.