Lithuania vs Malaysia: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Lithuania
- Malaysia
How they compare
Lithuania currently reports 20.6% against 19.3% in Malaysia, a difference of 1.3%.
That makes Lithuania's figure about 1.1 times Malaysia's.
The two have swapped places 1 time across 19 shared years of data; in 1998 it was Lithuania ahead.
Lithuania ranks 74th and Malaysia ranks 76th of 155 countries.
Lithuania has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Lithuania | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 30.1% | 9.7% | 20.3% | Lithuania |
| 2000s | 22.8% | 11.7% | 11.1% | Lithuania |
| 2010s | 20.9% | 16.4% | 4.6% | Lithuania |
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, Lithuania or Malaysia?
- Lithuania, at 20.6% against 19.3% in Malaysia as of 2017.
- What is the difference in share of female students in upper secondary education enrolled in between Lithuania and Malaysia?
- 1.3%, with Lithuania ahead.
- How many years of comparable data are there for Lithuania and Malaysia?
- 19 years are reported by both, from 1998 to 2017.
- How do Lithuania and Malaysia rank globally for share of female students in upper secondary education enrolled in?
- Lithuania ranks 74th and Malaysia ranks 76th 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.