Croatia vs Montenegro: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Croatia
- Montenegro
How they compare
Montenegro currently reports 62.4% against 62.2% in Croatia, a difference of 0.2%.
Across all 14 years both countries report, Croatia has been ahead every year.
Croatia ranks 14th and Montenegro ranks 13th of 155 countries.
Croatia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Croatia | Montenegro | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 66.5% | 63.8% | 2.7% | Croatia |
| 2010s | 63.7% | 62.1% | 1.6% | Croatia |
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, Croatia or Montenegro?
- Montenegro, at 62.4% against 62.2% in Croatia as of 2018.
- What is the difference in share of female students in upper secondary education enrolled in between Croatia and Montenegro?
- 0.2%, with Montenegro ahead.
- How many years of comparable data are there for Croatia and Montenegro?
- 14 years are reported by both, from 2001 to 2017.
- How do Croatia and Montenegro rank globally for share of female students in upper secondary education enrolled in?
- Croatia ranks 14th and Montenegro ranks 13th 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.