Chile vs Colombia: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Chile
- Colombia
How they compare
Colombia currently reports 27.1% against 25.6% in Chile, a difference of 1.5%.
That makes Colombia's figure about 1.1 times Chile's.
The two have swapped places 1 time across 15 shared years of data; in 2002 it was Chile ahead.
Chile ranks 60th and Colombia ranks 57th of 155 countries.
Chile has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Chile | Colombia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 36.0% | 26.6% | 9.4% | Chile |
| 2010s | 29.6% | 25.6% | 4.0% | Chile |
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, Chile or Colombia?
- Colombia, at 27.1% against 25.6% in Chile as of 2018.
- What is the difference in share of female students in upper secondary education enrolled in between Chile and Colombia?
- 1.5%, with Colombia ahead.
- How many years of comparable data are there for Chile and Colombia?
- 15 years are reported by both, from 2002 to 2017.
- How do Chile and Colombia rank globally for share of female students in upper secondary education enrolled in?
- Chile ranks 60th and Colombia ranks 57th 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.