IDA blend vs Norway: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- IDA blend
- Norway
How they compare
Norway currently reports 41.0% against 11.1% in IDA blend, a difference of 29.9%.
That makes Norway's figure about 3.7 times IDA blend's.
Across all 17 years both countries report, Norway has been ahead every year.
IDA blend ranks 33rd and Norway ranks 33rd of 43 groups.
Norway has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | IDA blend | Norway | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 12.3% | 51.6% | 39.2% | Norway |
| 2010s | 14.5% | 43.4% | 28.8% | Norway |
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, IDA blend or Norway?
- Norway, at 41.0% against 11.1% in IDA blend as of 2017.
- What is the difference in share of female students in upper secondary education enrolled in between IDA blend and Norway?
- 29.9%, with Norway ahead.
- How many years of comparable data are there for IDA blend and Norway?
- 17 years are reported by both, from 2001 to 2017.
- How do IDA blend and Norway rank globally for share of female students in upper secondary education enrolled in?
- IDA blend ranks 33rd and Norway ranks 33rd of 43 groups.
- 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.