Guinea vs Morocco: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Guinea
- Morocco
How they compare
Guinea currently reports 13.2% against 12.3% in Morocco, a difference of 0.9%.
That makes Guinea's figure about 1.1 times Morocco's.
The two have swapped places 1 time across 6 shared years of data; in 2003 it was Morocco ahead.
Guinea ranks 92nd and Morocco ranks 95th of 155 countries.
Across the 2 decades both report, Guinea averaged higher in 1 and Morocco in 1.
Head to head by decade
| Decade | Guinea | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 3.5% | 10.0% | 6.5% | Morocco |
| 2010s | 18.1% | 9.6% | 8.5% | Guinea |
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, Guinea or Morocco?
- Guinea, at 13.2% against 12.3% in Morocco as of 2014.
- What is the difference in share of female students in upper secondary education enrolled in between Guinea and Morocco?
- 0.9%, with Guinea ahead.
- How many years of comparable data are there for Guinea and Morocco?
- 6 years are reported by both, from 2003 to 2011.
- How do Guinea and Morocco rank globally for share of female students in upper secondary education enrolled in?
- Guinea ranks 92nd and Morocco ranks 95th 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.