Czechia vs Egypt: Share of female students in post-secondary non-tertiary education
Share of female students in post-secondary non-tertiary education over time
- Czechia
- Egypt
How they compare
Egypt currently reports 11.8% against 7.8% in Czechia, a difference of 4.0%.
That makes Egypt's figure about 1.5 times Czechia's.
Across all 13 years both countries report, Egypt has been ahead every year.
Czechia ranks 90th and Egypt ranks 89th of 94 countries.
Egypt has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Czechia | Egypt | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 96.0% | 100.0% | 4.0% | Egypt |
| 2010s | 57.0% | 78.0% | 20.9% | Egypt |
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, Czechia or Egypt?
- Egypt, at 11.8% against 7.8% in Czechia as of 2014.
- What is the difference in share of female students in post-secondary non-tertiary education between Czechia and Egypt?
- 4.0%, with Egypt ahead.
- How many years of comparable data are there for Czechia and Egypt?
- 13 years are reported by both, from 2001 to 2014.
- How do Czechia and Egypt rank globally for share of female students in post-secondary non-tertiary education?
- Czechia ranks 90th and Egypt ranks 89th 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.