Low income vs Türkiye: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Low income
- Türkiye
How they compare
Türkiye currently reports 44.8% against 14.4% in Low income, a difference of 30.4%.
That makes Türkiye's figure about 3.1 times Low income's.
Across all 19 years both countries report, Türkiye has been ahead every year.
Low income ranks 26th and Türkiye ranks 25th of 43 groups.
Türkiye has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Low income | Türkiye | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 23.0% | 41.0% | 18.0% | Türkiye |
| 2000s | 18.7% | 34.1% | 15.4% | Türkiye |
| 2010s | 14.8% | 44.6% | 29.9% | Türkiye |
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, Low income or Türkiye?
- Türkiye, at 44.8% against 14.4% in Low income as of 2017.
- What is the difference in share of female students in upper secondary education enrolled in between Low income and Türkiye?
- 30.4%, with Türkiye ahead.
- How many years of comparable data are there for Low income and Türkiye?
- 19 years are reported by both, from 1999 to 2017.
- How do Low income and Türkiye rank globally for share of female students in upper secondary education enrolled in?
- Low income ranks 26th and Türkiye ranks 25th 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.