Share of female students in lower secondary education enrolled in in IDA blend
IDA blend: Share of female students in lower secondary education enrolled in was 1.5% in 2018. ▲ Rising
Share of female students in lower secondary education enrolled in in IDA blend, 2001–2018
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
The most recent figure for share of female students in lower secondary education enrolled in in IDA blend is 1.5%, measured in 2018.
The figure is down 10.2% on the previous year and up 0.6% over ten years.
Over the whole period, share of female students in lower secondary education enrolled in in IDA blend peaked at 1.9% in 2014 and was at its lowest, 1.2%, in 2006.
IDA blend ranks 14th of 43 groups on this measure, in the middle of the range.
The long-run direction has been consistently rising across the 18 years of available data.
Share of female students in lower secondary education enrolled in in IDA blend, year by year
| Year | % | Change |
|---|---|---|
| 2001 | 1.5% | — |
| 2002 | 1.5% | -0.4% |
| 2003 | 1.6% | +5.8% |
| 2004 | 1.4% | -11.6% |
| 2005 | 1.4% | +0.5% |
| 2006 | 1.2% | -14.1% |
| 2007 | 1.5% | +18.6% |
| 2008 | 1.5% | +3.7% |
| 2009 | 1.6% | +4.2% |
| 2010 | 1.5% | -4.4% |
| 2011 | 1.8% | +16.0% |
| 2012 | 1.8% | +2.4% |
| 2013 | 1.8% | -2.5% |
| 2014 | 1.9% | +6.1% |
| 2015 | 1.8% | -1.7% |
| 2016 | 1.7% | -9.7% |
| 2017 | 1.7% | +3.1% |
| 2018 | 1.5% | -10.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 1.5% | 1.2% | 1.6% | 9 |
| 2010s | 1.7% | 1.5% | 1.9% | 9 |
Countries ranked near IDA blend
More reference data data for IDA blend
- School life expectancy, primary, both sexes 5.31 years (2019)
- School age population, one year before than official primary entry 14.99 million number (2019)
- School age population, one year before than official primary entry 7.31 million number (2019)
- School age population, one year before than official primary entry 7.69 million number (2019)
- School life expectancy, primary, male 5.51 years (2019)
- School life expectancy, primary, female 5.09 years (2019)
- Share of all students in secondary education enrolled in general 93.5% (2019)
- School life expectancy, pre-primary, both sexes 1.3 years (2019)
- Gross enrolment ratio for tertiary education, adjusted gender parity 0.7925 GPIA (2019)
- Teachers in primary education, male 933,391 number (2019)
Frequently asked questions
- What is share of female students in lower secondary education enrolled in in IDA blend?
- Share of female students in lower secondary education enrolled in in IDA blend was 1.5% in 2018, according to UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.
- What is the highest share of female students in lower secondary education enrolled in recorded in IDA blend?
- The highest recorded value was 1.9% in 2014.
- What is the lowest share of female students in lower secondary education enrolled in recorded in IDA blend?
- The lowest recorded value was 1.2% in 2006.
- How does IDA blend rank for share of female students in lower secondary education enrolled in?
- IDA blend ranks 14th out of 43 groups with data for 2018.
- Is share of female students in lower secondary education enrolled in rising or falling in IDA blend?
- Over the last ten years it is up 0.6%. The long-run trend across the full record is rising.
- Where does this IDA blend data come from?
- The figures come from UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020, published as part of Share of female students in lower secondary education enrolled in vocational programmes (%). Statizoid updates them automatically from the source API.
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About this data
Total number of female students enrolled in vocational programmes at the lower secondary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the lower 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.