Panama vs Sweden: Share of female students in post-secondary non-tertiary education
Share of female students in post-secondary non-tertiary education over time
- Panama
- Sweden
How they compare
Sweden currently reports 73.3% against 68.8% in Panama, a difference of 4.5%.
That makes Sweden's figure about 1.1 times Panama's.
The two have swapped places 2 times across 6 shared years of data; in 2001 it was Sweden ahead.
Panama ranks 74th and Sweden ranks 71st of 94 countries.
Sweden 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, Panama or Sweden?
- Sweden, at 73.3% against 68.8% in Panama as of 2017.
- What is the difference in share of female students in post-secondary non-tertiary education between Panama and Sweden?
- 4.5%, with Sweden ahead.
- How many years of comparable data are there for Panama and Sweden?
- 6 years are reported by both, from 2001 to 2007.
- How do Panama and Sweden rank globally for share of female students in post-secondary non-tertiary education?
- Panama ranks 74th and Sweden ranks 71st 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.