European Union vs Honduras: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- European Union
- Honduras
How they compare
Honduras currently reports 72.2% against 42.9% in European Union, a difference of 29.3%.
That makes Honduras's figure about 1.7 times European Union's.
Across all 5 years both countries report, Honduras has been ahead every year.
European Union ranks 5th and Honduras ranks 4th of 45 groups.
Honduras has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher share of female students in upper secondary education enrolled in, European Union or Honduras?
- Honduras, at 72.2% against 42.9% in European Union as of 2017.
- What is the difference in share of female students in upper secondary education enrolled in between European Union and Honduras?
- 29.3%, with Honduras ahead.
- How many years of comparable data are there for European Union and Honduras?
- 5 years are reported by both, from 2013 to 2017.
- How do European Union and Honduras rank globally for share of female students in upper secondary education enrolled in?
- European Union ranks 5th and Honduras ranks 4th of 45 groups.
- 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.