Montenegro vs Slovakia: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Montenegro
- Slovakia
How they compare
Slovakia currently reports 62.9% against 62.4% in Montenegro, a difference of 0.5%.
Across all 15 years both countries report, Slovakia has been ahead every year.
Montenegro ranks 13th and Slovakia ranks 12th of 155 countries.
Slovakia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Montenegro | Slovakia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 63.8% | 69.2% | 5.4% | Slovakia |
| 2010s | 62.1% | 63.6% | 1.5% | Slovakia |
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, Montenegro or Slovakia?
- Slovakia, at 62.9% against 62.4% in Montenegro as of 2017.
- What is the difference in share of female students in upper secondary education enrolled in between Montenegro and Slovakia?
- 0.5%, with Slovakia ahead.
- How many years of comparable data are there for Montenegro and Slovakia?
- 15 years are reported by both, from 2001 to 2017.
- How do Montenegro and Slovakia rank globally for share of female students in upper secondary education enrolled in?
- Montenegro ranks 13th and Slovakia ranks 12th 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.