OECD members vs Suriname: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- OECD members
- Suriname
How they compare
Suriname currently reports 24.4% against 5.7% in OECD members, a difference of 18.7%.
That makes Suriname's figure about 4.3 times OECD members's.
Across all 16 years both countries report, Suriname has been ahead every year.
OECD members ranks 4th and Suriname ranks 3rd of 43 groups.
Suriname has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | OECD members | Suriname | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 3.9% | 29.2% | 25.3% | Suriname |
| 2010s | 5.2% | 24.1% | 18.8% | Suriname |
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, OECD members or Suriname?
- Suriname, at 24.4% against 5.7% in OECD members as of 2018.
- What is the difference in share of female students in lower secondary education enrolled in between OECD members and Suriname?
- 18.7%, with Suriname ahead.
- How many years of comparable data are there for OECD members and Suriname?
- 16 years are reported by both, from 2001 to 2018.
- How do OECD members and Suriname rank globally for share of female students in lower secondary education enrolled in?
- OECD members ranks 4th and Suriname ranks 3rd 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.