Senegal vs Vanuatu: Share of female students in upper secondary education enrolled in
Share of female students in upper secondary education enrolled in over time
- Senegal
- Vanuatu
How they compare
Senegal currently reports 3.5% against 3.1% in Vanuatu, a difference of 0.4%.
That makes Senegal's figure about 1.1 times Vanuatu's.
Across all 5 years both countries report, Vanuatu has been ahead every year.
Senegal ranks 124th and Vanuatu ranks 127th of 155 countries.
Vanuatu has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Senegal | Vanuatu | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 6.6% | 39.4% | 32.9% | Vanuatu |
| 2000s | 6.2% | 54.1% | 47.9% | Vanuatu |
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, Senegal or Vanuatu?
- Senegal, at 3.5% against 3.1% in Vanuatu as of 2018.
- What is the difference in share of female students in upper secondary education enrolled in between Senegal and Vanuatu?
- 0.4%, with Senegal ahead.
- How many years of comparable data are there for Senegal and Vanuatu?
- 5 years are reported by both, from 1999 to 2004.
- How do Senegal and Vanuatu rank globally for share of female students in upper secondary education enrolled in?
- Senegal ranks 124th and Vanuatu ranks 127th 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.