Iceland vs Paraguay: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Iceland
- Paraguay
How they compare
Iceland currently reports 22.3% against 21.3% in Paraguay, a difference of 1.0%.
Across all 16 years both countries report, Iceland has been ahead every year.
Iceland ranks 66th and Paraguay ranks 69th of 155 countries.
Iceland has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Iceland | Paraguay | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 21.2% | 16.9% | 4.3% | Iceland |
| 2000s | 27.9% | 21.4% | 6.5% | Iceland |
| 2010s | 28.1% | 22.9% | 5.1% | Iceland |
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, Iceland or Paraguay?
- Iceland, at 22.3% against 21.3% in Paraguay as of 2017.
- What is the difference in share of female students in upper secondary education enrolled in between Iceland and Paraguay?
- 1.0%, with Iceland ahead.
- How many years of comparable data are there for Iceland and Paraguay?
- 16 years are reported by both, from 1998 to 2016.
- How do Iceland and Paraguay rank globally for share of female students in upper secondary education enrolled in?
- Iceland ranks 66th and Paraguay ranks 69th 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.