Cuba vs IDA blend: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Cuba
- IDA blend
How they compare
Cuba currently reports 38.1% against 11.1% in IDA blend, a difference of 27.0%.
That makes Cuba's figure about 3.4 times IDA blend's.
Across all 18 years both countries report, Cuba has been ahead every year.
Cuba ranks 36th and IDA blend ranks 33rd of 155 countries.
Cuba has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cuba | IDA blend | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 47.8% | 12.3% | 35.4% | Cuba |
| 2010s | 39.4% | 14.1% | 25.3% | Cuba |
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, Cuba or IDA blend?
- Cuba, at 38.1% against 11.1% in IDA blend as of 2018.
- What is the difference in share of female students in upper secondary education enrolled in between Cuba and IDA blend?
- 27.0%, with Cuba ahead.
- How many years of comparable data are there for Cuba and IDA blend?
- 18 years are reported by both, from 2001 to 2018.
- How do Cuba and IDA blend rank globally for share of female students in upper secondary education enrolled in?
- Cuba ranks 36th and IDA blend ranks 33rd 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.