Greece vs Iran: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Greece
- Iran
How they compare
Greece currently reports 21.0% against 20.9% in Iran, a difference of 0.1%.
The two have swapped places 2 times across 16 shared years of data; in 1999 it was Greece ahead.
Greece ranks 71st and Iran ranks 72nd of 155 countries.
Greece has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Greece | Iran | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 19.7% | 9.6% | 10.0% | Greece |
| 2000s | 28.5% | 12.8% | 15.6% | Greece |
| 2010s | 23.5% | 17.2% | 6.3% | Greece |
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, Greece or Iran?
- Greece, at 21.0% against 20.9% in Iran as of 2017.
- What is the difference in share of female students in upper secondary education enrolled in between Greece and Iran?
- 0.1%, with Greece ahead.
- How many years of comparable data are there for Greece and Iran?
- 16 years are reported by both, from 1999 to 2017.
- How do Greece and Iran rank globally for share of female students in upper secondary education enrolled in?
- Greece ranks 71st and Iran ranks 72nd 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.