Egypt vs Guyana: Share of female students in post-secondary non-tertiary education
Share of female students in post-secondary non-tertiary education over time
- Egypt
- Guyana
How they compare
Guyana currently reports 15.3% against 11.8% in Egypt, a difference of 3.5%.
That makes Guyana's figure about 1.3 times Egypt's.
Across all 5 years both countries report, Egypt has been ahead every year.
Egypt ranks 89th and Guyana ranks 88th of 94 countries.
Egypt has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Egypt | Guyana | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 100.0% | 11.9% | 88.1% | Egypt |
| 2010s | 100.0% | 21.8% | 78.2% | 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, Egypt or Guyana?
- Guyana, at 15.3% against 11.8% in Egypt as of 2012.
- What is the difference in share of female students in post-secondary non-tertiary education between Egypt and Guyana?
- 3.5%, with Guyana ahead.
- How many years of comparable data are there for Egypt and Guyana?
- 5 years are reported by both, from 2007 to 2011.
- How do Egypt and Guyana rank globally for share of female students in post-secondary non-tertiary education?
- Egypt ranks 89th and Guyana ranks 88th 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.