Mongolia vs Mozambique: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Mongolia
- Mozambique
How they compare
Mozambique currently reports 17.2% against 17.0% in Mongolia, a difference of 0.2%.
Across all 12 years both countries report, Mongolia has been ahead every year.
Mongolia ranks 82nd and Mozambique ranks 80th of 155 countries.
Mongolia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Mongolia | Mozambique | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 19.7% | 16.6% | 3.1% | Mongolia |
| 2000s | 17.9% | 9.3% | 8.7% | Mongolia |
| 2010s | 20.2% | 6.5% | 13.7% | Mongolia |
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, Mongolia or Mozambique?
- Mozambique, at 17.2% against 17.0% in Mongolia as of 2017.
- What is the difference in share of female students in upper secondary education enrolled in between Mongolia and Mozambique?
- 0.2%, with Mozambique ahead.
- How many years of comparable data are there for Mongolia and Mozambique?
- 12 years are reported by both, from 1999 to 2015.
- How do Mongolia and Mozambique rank globally for share of female students in upper secondary education enrolled in?
- Mongolia ranks 82nd and Mozambique ranks 80th 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.