Hong Kong, China vs Tajikistan: 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
- Tajikistan
How they compare
Hong Kong, China currently reports 1.4% against 1.3% in Tajikistan, a difference of 0.1%.
Across all 13 years both countries report, Tajikistan has been ahead every year.
Hong Kong, China ranks 133rd and Tajikistan ranks 134th of 155 countries.
Tajikistan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Hong Kong, China | Tajikistan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 1.0% | 10.3% | 9.3% | Tajikistan |
| 2010s | 0.7% | 4.6% | 4.0% | Tajikistan |
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, Hong Kong, China or Tajikistan?
- Hong Kong, China, at 1.4% against 1.3% in Tajikistan as of 2018.
- What is the difference in share of female students in upper secondary education enrolled in between Hong Kong, China and Tajikistan?
- 0.1%, with Hong Kong, China ahead.
- How many years of comparable data are there for Hong Kong, China and Tajikistan?
- 13 years are reported by both, from 2001 to 2013.
- How do Hong Kong, China and Tajikistan rank globally for share of female students in upper secondary education enrolled in?
- Hong Kong, China ranks 133rd and Tajikistan ranks 134th 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.