Tunisia vs United Arab Emirates: Share of female students in lower secondary education enrolled in
Share of female students in lower secondary education enrolled in over time
- Tunisia
- United Arab Emirates
How they compare
Tunisia currently reports 0.7% against 0.7% in United Arab Emirates, a difference of 0.0%.
The two have swapped places 1 time across 6 shared years of data; in 2011 it was Tunisia ahead.
Tunisia ranks 44th and United Arab Emirates ranks 45th of 77 countries.
Tunisia has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of female students in lower secondary education enrolled in, Tunisia or United Arab Emirates?
- Tunisia, at 0.7% against 0.7% in United Arab Emirates as of 2018.
- What is the difference in share of female students in lower secondary education enrolled in between Tunisia and United Arab Emirates?
- 0.0%, with Tunisia ahead.
- How many years of comparable data are there for Tunisia and United Arab Emirates?
- 6 years are reported by both, from 2011 to 2017.
- How do Tunisia and United Arab Emirates rank globally for share of female students in lower secondary education enrolled in?
- Tunisia ranks 44th and United Arab Emirates ranks 45th 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.