Bolivia vs Honduras: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Bolivia
- Honduras
How they compare
Bolivia currently reports 100.0% against 72.2% in Honduras, a difference of 27.8%.
That makes Bolivia's figure about 1.4 times Honduras's.
Across all 5 years both countries report, Bolivia has been ahead every year.
Bolivia ranks 1st and Honduras ranks 4th of 155 countries.
Bolivia 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, Bolivia or Honduras?
- Bolivia, at 100.0% against 72.2% in Honduras as of 2018.
- What is the difference in share of female students in upper secondary education enrolled in between Bolivia and Honduras?
- 27.8%, with Bolivia ahead.
- How many years of comparable data are there for Bolivia and Honduras?
- 5 years are reported by both, from 2013 to 2017.
- How do Bolivia and Honduras rank globally for share of female students in upper secondary education enrolled in?
- Bolivia ranks 1st and Honduras ranks 4th 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.
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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.