Armenia vs Iceland: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Armenia
- Iceland
How they compare
Armenia currently reports 24.6% against 22.3% in Iceland, a difference of 2.3%.
That makes Armenia's figure about 1.1 times Iceland's.
Across all 9 years both countries report, Iceland has been ahead every year.
Armenia ranks 63rd and Iceland ranks 66th of 155 countries.
Iceland has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Armenia | Iceland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 7.0% | 26.9% | 19.9% | Iceland |
| 2010s | 18.8% | 27.8% | 9.0% | Iceland |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher share of female students in upper secondary education enrolled in, Armenia or Iceland?
- Armenia, at 24.6% against 22.3% in Iceland as of 2018.
- What is the difference in share of female students in upper secondary education enrolled in between Armenia and Iceland?
- 2.3%, with Armenia ahead.
- How many years of comparable data are there for Armenia and Iceland?
- 9 years are reported by both, from 2000 to 2015.
- How do Armenia and Iceland rank globally for share of female students in upper secondary education enrolled in?
- Armenia ranks 63rd and Iceland ranks 66th 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.