Austria vs Monaco: Share of female students in post-secondary non-tertiary education
Share of female students in post-secondary non-tertiary education over time
- Austria
- Monaco
How they compare
Austria currently reports 100.0% against 100.0% in Monaco, a difference of 0.0%.
The two have swapped places 1 time across 5 shared years of data; in 2008 it was Monaco ahead.
Austria ranks 1st and Monaco ranks 1st of 94 countries.
Austria has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Austria | Monaco | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 100.0% | 67.9% | 32.1% | Austria |
| 2010s | 100.0% | 54.8% | 45.2% | Austria |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of female students in post-secondary non-tertiary education, Austria or Monaco?
- Austria, at 100.0% against 100.0% in Monaco as of 2017.
- What is the difference in share of female students in post-secondary non-tertiary education between Austria and Monaco?
- 0.0%, with Austria ahead.
- How many years of comparable data are there for Austria and Monaco?
- 5 years are reported by both, from 2008 to 2014.
- How do Austria and Monaco rank globally for share of female students in post-secondary non-tertiary education?
- Austria ranks 1st and Monaco ranks 1st of 94 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 post-secondary non-tertiary 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 post-secondary non-tertiary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary 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.