Niger vs Russia: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Niger
- Russia
How they compare
Russia currently reports 44.3% against 42.9% in Niger, a difference of 1.4%.
The two have swapped places 2 times across 14 shared years of data; in 2003 it was Russia ahead.
Niger ranks 28th and Russia ranks 26th of 155 countries.
Across the 2 decades both report, Niger averaged higher in 1 and Russia in 1.
Head to head by decade
| Decade | Niger | Russia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 17.5% | 34.6% | 17.1% | Russia |
| 2010s | 44.0% | 43.8% | 0.2% | Niger |
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, Niger or Russia?
- Russia, at 44.3% against 42.9% in Niger as of 2017.
- What is the difference in share of female students in upper secondary education enrolled in between Niger and Russia?
- 1.4%, with Russia ahead.
- How many years of comparable data are there for Niger and Russia?
- 14 years are reported by both, from 2003 to 2017.
- How do Niger and Russia rank globally for share of female students in upper secondary education enrolled in?
- Niger ranks 28th and Russia ranks 26th 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.