Share of female students in post-secondary non-tertiary education in Cape Verde
Cape Verde: Share of female students in post-secondary non-tertiary education was 100.0% in 2018. ▬ Flat
Share of female students in post-secondary non-tertiary education in Cape Verde, 2001–2018
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
Cape Verde recorded 100.0% for share of female students in post-secondary non-tertiary education in 2018. That is the highest value across all 18 years on record.
Compared with earlier readings it is unchanged over ten years.
Over the whole period, share of female students in post-secondary non-tertiary education in Cape Verde peaked at 100.0% in 2001 and was at its lowest, 100.0%, in 2001.
Cape Verde ranks 1st of 94 countries on this measure, in the top 10%.
Share of female students in post-secondary non-tertiary education in Cape Verde, year by year
| Year | % | Change |
|---|---|---|
| 2001 | 100.0% | — |
| 2002 | 100.0% | +0.0% |
| 2003 | 100.0% | +0.0% |
| 2004 | 100.0% | +0.0% |
| 2005 | 100.0% | +0.0% |
| 2006 | 100.0% | +0.0% |
| 2007 | 100.0% | +0.0% |
| 2008 | 100.0% | +0.0% |
| 2009 | 100.0% | +0.0% |
| 2010 | 100.0% | +0.0% |
| 2011 | 100.0% | +0.0% |
| 2012 | 100.0% | +0.0% |
| 2013 | 100.0% | +0.0% |
| 2014 | 100.0% | +0.0% |
| 2015 | 100.0% | +0.0% |
| 2016 | 100.0% | +0.0% |
| 2017 | 100.0% | +0.0% |
| 2018 | 100.0% | +0.0% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 100.0% | 100.0% | 100.0% | 9 |
| 2010s | 100.0% | 100.0% | 100.0% | 9 |
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More reference data data for Cape Verde
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.0443 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.0284 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.0737 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.001 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.0737 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.1485 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.2006 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.1251 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 0.4822 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.0055 (2050)
Frequently asked questions
- What is share of female students in post-secondary non-tertiary education in Cape Verde?
- Share of female students in post-secondary non-tertiary education in Cape Verde was 100.0% 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 post-secondary non-tertiary education recorded in Cape Verde?
- The highest recorded value was 100.0% in 2001.
- What is the lowest share of female students in post-secondary non-tertiary education recorded in Cape Verde?
- The lowest recorded value was 100.0% in 2001.
- How does Cape Verde rank for share of female students in post-secondary non-tertiary education?
- Cape Verde ranks 1st out of 94 countries with data for 2018.
- Is share of female students in post-secondary non-tertiary education rising or falling in Cape Verde?
- Over the last ten years it is unchanged. The long-run trend across the full record is flat.
- Where does this Cape Verde 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 post-secondary non-tertiary 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 post-secondary non-tertiary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary 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.