Poland vs Tunisia: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- Poland
- Tunisia
How they compare
Poland currently reports 0.9% against 0.7% in Tunisia, a difference of 0.2%.
That makes Poland's figure about 1.2 times Tunisia's.
Across all 10 years both countries report, Tunisia has been ahead every year.
Poland ranks 43rd and Tunisia ranks 44th of 77 countries.
Tunisia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Poland | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0.4% | 9.5% | 9.1% | Tunisia |
| 2010s | 0.8% | 6.9% | 6.1% | Tunisia |
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, Poland or Tunisia?
- Poland, at 0.9% against 0.7% in Tunisia as of 2015.
- What is the difference in share of female students in lower secondary education enrolled in between Poland and Tunisia?
- 0.2%, with Poland ahead.
- How many years of comparable data are there for Poland and Tunisia?
- 10 years are reported by both, from 2005 to 2015.
- How do Poland and Tunisia rank globally for share of female students in lower secondary education enrolled in?
- Poland ranks 43rd and Tunisia ranks 44th 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.