Lower middle income vs Mali: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Lower middle income
- Mali
How they compare
Mali currently reports 37.4% against 10.5% in Lower middle income, a difference of 26.9%.
That makes Mali's figure about 3.6 times Lower middle income's.
Across all 17 years both countries report, Mali has been ahead every year.
Lower middle income ranks 37th and Mali ranks 38th of 43 groups.
Mali has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Lower middle income | Mali | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 12.0% | 43.3% | 31.4% | Mali |
| 2000s | 11.3% | 43.7% | 32.4% | Mali |
| 2010s | 10.1% | 41.2% | 31.1% | Mali |
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, Lower middle income or Mali?
- Mali, at 37.4% against 10.5% in Lower middle income as of 2018.
- What is the difference in share of female students in upper secondary education enrolled in between Lower middle income and Mali?
- 26.9%, with Mali ahead.
- How many years of comparable data are there for Lower middle income and Mali?
- 17 years are reported by both, from 1999 to 2018.
- How do Lower middle income and Mali rank globally for share of female students in upper secondary education enrolled in?
- Lower middle income ranks 37th and Mali ranks 38th 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.