Belgium vs Jamaica: Share of female students in post-secondary non-tertiary education
Share of female students in post-secondary non-tertiary education over time
- Belgium
- Jamaica
How they compare
Jamaica currently reports 94.6% against 90.7% in Belgium, a difference of 3.9%.
Across all 6 years both countries report, Belgium has been ahead every year.
Belgium ranks 66th and Jamaica ranks 63rd of 94 countries.
Belgium has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Belgium | Jamaica | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 99.4% | 77.4% | 22.0% | Belgium |
| 2010s | 90.5% | 83.0% | 7.5% | Belgium |
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, Belgium or Jamaica?
- Jamaica, at 94.6% against 90.7% in Belgium as of 2018.
- What is the difference in share of female students in post-secondary non-tertiary education between Belgium and Jamaica?
- 3.9%, with Jamaica ahead.
- How many years of comparable data are there for Belgium and Jamaica?
- 6 years are reported by both, from 2002 to 2017.
- How do Belgium and Jamaica rank globally for share of female students in post-secondary non-tertiary education?
- Belgium ranks 66th and Jamaica ranks 63rd 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.