Japan vs Lithuania: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Japan
- Lithuania
How they compare
Lithuania currently reports 20.6% against 19.5% in Japan, a difference of 1.1%.
That makes Lithuania's figure about 1.1 times Japan's.
Across all 5 years both countries report, Lithuania has been ahead every year.
Japan ranks 75th and Lithuania ranks 74th of 155 countries.
Lithuania 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, Japan or Lithuania?
- Lithuania, at 20.6% against 19.5% in Japan as of 2017.
- What is the difference in share of female students in upper secondary education enrolled in between Japan and Lithuania?
- 1.1%, with Lithuania ahead.
- How many years of comparable data are there for Japan and Lithuania?
- 5 years are reported by both, from 2013 to 2017.
- How do Japan and Lithuania rank globally for share of female students in upper secondary education enrolled in?
- Japan ranks 75th and Lithuania ranks 74th 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.