Share of female students in lower secondary education enrolled in in Paraguay
Paraguay: Share of female students in lower secondary education enrolled in was 10.5% in 2016. ◆ Volatile
Share of female students in lower secondary education enrolled in in Paraguay, 1998–2016
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
In 2016, share of female students in lower secondary education enrolled in in Paraguay stood at 10.5%. That is the highest value across all 16 years on record.
That represents a change of up 79,191.9% over ten years.
Over the whole period, share of female students in lower secondary education enrolled in in Paraguay peaked at 10.5% in 2016 and was at its lowest, 0.0%, in 2006.
That places Paraguay 10th out of 77 countries with data for 2016, putting it in the top quarter.
The series is highly variable year to year, so single readings are best treated with caution.
Share of female students in lower secondary education enrolled in in Paraguay, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 0.3% | — |
| 1999 | 0.3% | -13.9% |
| 2000 | 0.1% | -64.1% |
| 2001 | 0.0% | -66.0% |
| 2002 | 0.0% | -34.4% |
| 2003 | 0.0% | -19.6% |
| 2004 | 0.0% | +16.3% |
| 2005 | 0.0% | -10.7% |
| 2006 | 0.0% | -25.0% |
| 2007 | 0.1% | +446.4% |
| 2008 | 0.0% | -74.1% |
| 2009 | 0.0% | +88.5% |
| 2010 | 0.0% | -19.7% |
| 2011 | 0.0% | +9.0% |
| 2012 | 9.7% | +31175.0% |
| 2016 | 10.5% | +8.6% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 0.3% | 0.3% | 0.3% | 2 |
| 2000s | 0.0% | 0.0% | 0.1% | 10 |
| 2010s | 5.1% | 0.0% | 10.5% | 4 |
Countries ranked near Paraguay
More reference data data for Paraguay
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.3166 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 5.23 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 7.18 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.6344 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 7.18 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 1.06 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.5539 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 29.48 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 38.68 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 3.45 (2050)
Frequently asked questions
- What is share of female students in lower secondary education enrolled in in Paraguay?
- Share of female students in lower secondary education enrolled in in Paraguay was 10.5% in 2016, 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 Paraguay?
- The highest recorded value was 10.5% in 2016.
- What is the lowest share of female students in lower secondary education enrolled in recorded in Paraguay?
- The lowest recorded value was 0.0% in 2006.
- How does Paraguay rank for share of female students in lower secondary education enrolled in?
- Paraguay ranks 10th out of 77 countries with data for 2016.
- Is share of female students in lower secondary education enrolled in rising or falling in Paraguay?
- Over the last ten years it is up 79,191.9%. The long-run trend across the full record is volatile.
- Where does this Paraguay 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.