Malaysia vs San Marino: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Malaysia
- San Marino
How they compare
Malaysia currently reports 19.3% against 17.3% in San Marino, a difference of 2.0%.
That makes Malaysia's figure about 1.1 times San Marino's.
The two have swapped places 2 times across 7 shared years of data; in 2000 it was Malaysia ahead.
Malaysia ranks 76th and San Marino ranks 78th of 155 countries.
San Marino has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Malaysia | San Marino | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 12.5% | 16.8% | 4.4% | San Marino |
| 2010s | 15.0% | 21.7% | 6.7% | San Marino |
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, Malaysia or San Marino?
- Malaysia, at 19.3% against 17.3% in San Marino as of 2018.
- What is the difference in share of female students in upper secondary education enrolled in between Malaysia and San Marino?
- 2.0%, with Malaysia ahead.
- How many years of comparable data are there for Malaysia and San Marino?
- 7 years are reported by both, from 2000 to 2018.
- How do Malaysia and San Marino rank globally for share of female students in upper secondary education enrolled in?
- Malaysia ranks 76th and San Marino ranks 78th 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.