Share of female students in post-secondary non-tertiary education in United States of America
United States of America: Share of female students in post-secondary non-tertiary education was 100.0% in 2017. ▬ Flat
Share of female students in post-secondary non-tertiary education in United States of America, 2005–2017
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 post-secondary non-tertiary education in United States of America is 100.0%, measured in 2017. That is the highest value across all 6 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 United States of America peaked at 100.0% in 2005 and was at its lowest, 100.0%, in 2005.
United States of America ranks 1st of 94 countries on this measure, in the top 10%.
Share of female students in post-secondary non-tertiary education in United States of America, year by year
| Year | % | Change |
|---|---|---|
| 2005 | 100.0% | — |
| 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% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 100.0% | 100.0% | 100.0% | 1 |
| 2010s | 100.0% | 100.0% | 100.0% | 5 |
Countries ranked near United States of America
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More reference data data for United States of America
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 19.34 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 24.55 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 119.42 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 20.7 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 119.42 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 64.85 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 52.14 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 133.45 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 589.96 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 112.69 (2050)
Frequently asked questions
- What is share of female students in post-secondary non-tertiary education in United States of America?
- Share of female students in post-secondary non-tertiary education in United States of America was 100.0% in 2017, 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 United States of America?
- The highest recorded value was 100.0% in 2005.
- What is the lowest share of female students in post-secondary non-tertiary education recorded in United States of America?
- The lowest recorded value was 100.0% in 2005.
- How does United States of America rank for share of female students in post-secondary non-tertiary education?
- United States of America ranks 1st out of 94 countries with data for 2017.
- Is share of female students in post-secondary non-tertiary education rising or falling in United States of America?
- Over the last ten years it is unchanged. The long-run trend across the full record is flat.
- Where does this United States of America 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.