Colombia vs New Zealand: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Colombia
- New Zealand
How they compare
New Zealand currently reports 31.6% against 27.1% in Colombia, a difference of 4.5%.
That makes New Zealand's figure about 1.2 times Colombia's.
The two have swapped places 1 time across 10 shared years of data; in 2002 it was Colombia ahead.
Colombia ranks 57th and New Zealand ranks 54th of 155 countries.
New Zealand has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Colombia | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 29.7% | 32.4% | 2.6% | New Zealand |
| 2010s | 25.6% | 31.5% | 5.9% | New Zealand |
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, Colombia or New Zealand?
- New Zealand, at 31.6% against 27.1% in Colombia as of 2017.
- What is the difference in share of female students in upper secondary education enrolled in between Colombia and New Zealand?
- 4.5%, with New Zealand ahead.
- How many years of comparable data are there for Colombia and New Zealand?
- 10 years are reported by both, from 2002 to 2017.
- How do Colombia and New Zealand rank globally for share of female students in upper secondary education enrolled in?
- Colombia ranks 57th and New Zealand ranks 54th 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.