Share of female students in lower secondary education enrolled in in Tanzania, United Republic of
Tanzania, United Republic of: Share of female students in lower secondary education enrolled in was 0.1% in 2018. ◆ Volatile
Share of female students in lower secondary education enrolled in in Tanzania, United Republic of, 2009–2018
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 Tanzania, United Republic of is 0.1%, measured in 2018. That is the lowest value across all 5 years on record.
That represents a change of down 79.6% on the previous year and down 98.7% over ten years.
Over the whole period, share of female students in lower secondary education enrolled in in Tanzania, United Republic of peaked at 6.7% in 2010 and was at its lowest, 0.1%, in 2018.
That places Tanzania, United Republic of 65th out of 77 countries with data for 2018, putting it in the bottom quarter.
Share of female students in lower secondary education enrolled in in Tanzania, United Republic of, year by year
| Year | % | Change |
|---|---|---|
| 2009 | 4.9% | — |
| 2010 | 6.7% | +35.2% |
| 2016 | 0.1% | -98.1% |
| 2017 | 0.3% | +135.0% |
| 2018 | 0.1% | -79.6% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 4.9% | 4.9% | 4.9% | 1 |
| 2010s | 1.8% | 0.1% | 6.7% | 4 |
Countries ranked near Tanzania, United Republic of
More reference data data for Tanzania, United Republic of
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.6405 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 11.44 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 14.14 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.7582 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 14.14 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 2.15 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 1.26 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 59.37 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 72.45 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 4.13 (2050)
Frequently asked questions
- What is share of female students in lower secondary education enrolled in in Tanzania, United Republic of?
- Share of female students in lower secondary education enrolled in in Tanzania, United Republic of was 0.1% 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 Tanzania, United Republic of?
- The highest recorded value was 6.7% in 2010.
- What is the lowest share of female students in lower secondary education enrolled in recorded in Tanzania, United Republic of?
- The lowest recorded value was 0.1% in 2018.
- How does Tanzania, United Republic of rank for share of female students in lower secondary education enrolled in?
- Tanzania, United Republic of ranks 65th out of 77 countries with data for 2018.
- Is share of female students in lower secondary education enrolled in rising or falling in Tanzania, United Republic of?
- Over the last ten years it is down 98.7%. The long-run trend across the full record is volatile.
- Where does this Tanzania, United Republic of 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.