Afghanistan vs Seychelles: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Afghanistan
- Seychelles
How they compare
Seychelles currently reports 1.0% against 0.8% in Afghanistan, a difference of 0.2%.
That makes Seychelles's figure about 1.3 times Afghanistan's.
Across all 7 years both countries report, Seychelles has been ahead every year.
Afghanistan ranks 141st and Seychelles ranks 139th of 155 countries.
Seychelles has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of female students in upper secondary education enrolled in, Afghanistan or Seychelles?
- Seychelles, at 1.0% against 0.8% in Afghanistan as of 2018.
- What is the difference in share of female students in upper secondary education enrolled in between Afghanistan and Seychelles?
- 0.2%, with Seychelles ahead.
- How many years of comparable data are there for Afghanistan and Seychelles?
- 7 years are reported by both, from 2012 to 2018.
- How do Afghanistan and Seychelles rank globally for share of female students in upper secondary education enrolled in?
- Afghanistan ranks 141st and Seychelles ranks 139th of 155 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 upper secondary 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 upper secondary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the upper secondary 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.