Hong Kong, China vs Kenya: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Hong Kong, China
- Kenya
How they compare
Hong Kong, China currently reports 1.4% against 1.3% in Kenya, a difference of 0.1%.
That makes Hong Kong, China's figure about 1.1 times Kenya's.
The two have swapped places 3 times across 9 shared years of data; in 2001 it was Hong Kong, China ahead.
Hong Kong, China ranks 133rd and Kenya ranks 136th of 155 countries.
Kenya 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, Hong Kong, China or Kenya?
- Hong Kong, China, at 1.4% against 1.3% in Kenya as of 2018.
- What is the difference in share of female students in upper secondary education enrolled in between Hong Kong, China and Kenya?
- 0.1%, with Hong Kong, China ahead.
- How many years of comparable data are there for Hong Kong, China and Kenya?
- 9 years are reported by both, from 2001 to 2009.
- How do Hong Kong, China and Kenya rank globally for share of female students in upper secondary education enrolled in?
- Hong Kong, China ranks 133rd and Kenya ranks 136th 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.
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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.