IDA total vs Poland: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- IDA total
- Poland
How they compare
Poland currently reports 41.7% against 11.1% in IDA total, a difference of 30.6%.
That makes Poland's figure about 3.8 times IDA total's.
Across all 20 years both countries report, Poland has been ahead every year.
IDA total ranks 35th and Poland ranks 32nd of 43 groups.
Poland has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | IDA total | Poland | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 11.9% | 56.5% | 44.6% | Poland |
| 2000s | 11.9% | 41.8% | 29.9% | Poland |
| 2010s | 12.7% | 40.6% | 27.9% | Poland |
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 total or Poland?
- Poland, at 41.7% against 11.1% in IDA total as of 2017.
- What is the difference in share of female students in upper secondary education enrolled in between IDA total and Poland?
- 30.6%, with Poland ahead.
- How many years of comparable data are there for IDA total and Poland?
- 20 years are reported by both, from 1998 to 2017.
- How do IDA total and Poland rank globally for share of female students in upper secondary education enrolled in?
- IDA total ranks 35th and Poland ranks 32nd 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.