Jamaica vs Tanzania, United Republic of: Share of female students in post-secondary non-tertiary education
Share of female students in post-secondary non-tertiary education over time
- Jamaica
- Tanzania, United Republic of
How they compare
Jamaica currently reports 94.6% against 93.2% in Tanzania, United Republic of, a difference of 1.4%.
Across all 5 years both countries report, Jamaica has been ahead every year.
Jamaica ranks 63rd and Tanzania, United Republic of ranks 65th of 94 countries.
Jamaica has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of female students in post-secondary non-tertiary education, Jamaica or Tanzania, United Republic of?
- Jamaica, at 94.6% against 93.2% in Tanzania, United Republic of as of 2018.
- What is the difference in share of female students in post-secondary non-tertiary education between Jamaica and Tanzania, United Republic of?
- 1.4%, with Jamaica ahead.
- How many years of comparable data are there for Jamaica and Tanzania, United Republic of?
- 5 years are reported by both, from 2013 to 2018.
- How do Jamaica and Tanzania, United Republic of rank globally for share of female students in post-secondary non-tertiary education?
- Jamaica ranks 63rd and Tanzania, United Republic of ranks 65th 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.
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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.