Guatemala vs Honduras: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Guatemala
- Honduras
How they compare
Guatemala currently reports 84.4% against 72.2% in Honduras, a difference of 12.2%.
That makes Guatemala's figure about 1.2 times Honduras's.
The two have swapped places 2 times across 5 shared years of data; in 2013 it was Guatemala ahead.
Guatemala ranks 3rd and Honduras ranks 4th of 155 countries.
Guatemala 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, Guatemala or Honduras?
- Guatemala, at 84.4% against 72.2% in Honduras as of 2018.
- What is the difference in share of female students in upper secondary education enrolled in between Guatemala and Honduras?
- 12.2%, with Guatemala ahead.
- How many years of comparable data are there for Guatemala and Honduras?
- 5 years are reported by both, from 2013 to 2017.
- How do Guatemala and Honduras rank globally for share of female students in upper secondary education enrolled in?
- Guatemala ranks 3rd and Honduras ranks 4th 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.