Eritrea vs Nepal: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Eritrea
- Nepal
How they compare
Eritrea currently reports 3.2% against 2.6% in Nepal, a difference of 0.6%.
That makes Eritrea's figure about 1.2 times Nepal's.
The two have swapped places 1 time across 8 shared years of data; in 1999 it was Nepal ahead.
Eritrea ranks 126th and Nepal ranks 129th of 155 countries.
Across the 2 decades both report, Eritrea averaged higher in 1 and Nepal in 1.
Head to head by decade
| Decade | Eritrea | Nepal | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 0.8% | 2.3% | 1.5% | Nepal |
| 2000s | 1.9% | 1.7% | 0.2% | Eritrea |
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, Eritrea or Nepal?
- Eritrea, at 3.2% against 2.6% in Nepal as of 2018.
- What is the difference in share of female students in upper secondary education enrolled in between Eritrea and Nepal?
- 0.6%, with Eritrea ahead.
- How many years of comparable data are there for Eritrea and Nepal?
- 8 years are reported by both, from 1999 to 2007.
- How do Eritrea and Nepal rank globally for share of female students in upper secondary education enrolled in?
- Eritrea ranks 126th and Nepal ranks 129th 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.