Mongolia vs Syria: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Mongolia
- Syria
How they compare
Mongolia currently reports 17.0% against 16.6% in Syria, a difference of 0.4%.
The two have swapped places 1 time across 12 shared years of data; in 1998 it was Syria ahead.
Mongolia ranks 82nd and Syria ranks 84th of 155 countries.
Across the 3 decades both report, Mongolia averaged higher in 1 and Syria in 2.
Head to head by decade
| Decade | Mongolia | Syria | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 17.6% | 42.1% | 24.5% | Syria |
| 2000s | 17.9% | 28.7% | 10.8% | Syria |
| 2010s | 22.6% | 16.7% | 5.9% | 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 Syria?
- Mongolia, at 17.0% against 16.6% in Syria as of 2015.
- What is the difference in share of female students in upper secondary education enrolled in between Mongolia and Syria?
- 0.4%, with Mongolia ahead.
- How many years of comparable data are there for Mongolia and Syria?
- 12 years are reported by both, from 1998 to 2013.
- How do Mongolia and Syria rank globally for share of female students in upper secondary education enrolled in?
- Mongolia ranks 82nd and Syria ranks 84th 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.