Costa Rica vs Estonia: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Costa Rica
- Estonia
How they compare
Estonia currently reports 33.0% against 32.7% in Costa Rica, a difference of 0.3%.
The two have swapped places 4 times across 19 shared years of data; in 1998 it was Costa Rica ahead.
Costa Rica ranks 52nd and Estonia ranks 49th of 155 countries.
Across the 3 decades both report, Costa Rica averaged higher in 2 and Estonia in 1.
Head to head by decade
| Decade | Costa Rica | Estonia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 22.5% | 23.4% | 0.8% | Estonia |
| 2000s | 21.1% | 21.1% | 0.0% | Costa Rica |
| 2010s | 27.3% | 26.1% | 1.1% | Costa Rica |
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, Costa Rica or Estonia?
- Estonia, at 33.0% against 32.7% in Costa Rica as of 2017.
- What is the difference in share of female students in upper secondary education enrolled in between Costa Rica and Estonia?
- 0.3%, with Estonia ahead.
- How many years of comparable data are there for Costa Rica and Estonia?
- 19 years are reported by both, from 1998 to 2017.
- How do Costa Rica and Estonia rank globally for share of female students in upper secondary education enrolled in?
- Costa Rica ranks 52nd and Estonia ranks 49th 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.