Namibia vs Spain: Share of female students in post-secondary non-tertiary education
Share of female students in post-secondary non-tertiary education over time
- Namibia
- Spain
How they compare
Namibia currently reports 100.0% against 100.0% in Spain, a difference of 0.0%.
Across all 5 years both countries report, Spain has been ahead every year.
Namibia ranks 1st and Spain ranks 1st of 94 countries.
Spain has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Namibia | Spain | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 86.2% | 100.0% | 13.8% | Spain |
| 2000s | 100.0% | 100.0% | 0.0% | — |
| 2010s | 79.6% | 100.0% | 20.4% | Spain |
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, Namibia or Spain?
- Namibia, at 100.0% against 100.0% in Spain as of 2018.
- What is the difference in share of female students in post-secondary non-tertiary education between Namibia and Spain?
- 0.0%, with Namibia ahead.
- How many years of comparable data are there for Namibia and Spain?
- 5 years are reported by both, from 1998 to 2017.
- How do Namibia and Spain rank globally for share of female students in post-secondary non-tertiary education?
- Namibia ranks 1st and Spain 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.
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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.