Share of female students in upper secondary education enrolled in in Afghanistan
Afghanistan: Share of female students in upper secondary education enrolled in was 0.8% in 2018. ◆ Volatile
Share of female students in upper secondary education enrolled in in Afghanistan, 2003–2018
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
In 2018, share of female students in upper secondary education enrolled in in Afghanistan stood at 0.8%.
That represents a change of down 10.2% on the previous year and down 10.9% over ten years.
Over the whole period, share of female students in upper secondary education enrolled in in Afghanistan peaked at 6.0% in 2009 and was at its lowest, 0.2%, in 2003.
That places Afghanistan 141st out of 155 countries with data for 2018, putting it in the bottom quarter.
The series is highly variable year to year, so single readings are best treated with caution.
Share of female students in upper secondary education enrolled in in Afghanistan, year by year
| Year | % | Change |
|---|---|---|
| 2003 | 0.2% | — |
| 2004 | 0.3% | +56.9% |
| 2005 | 2.3% | +572.0% |
| 2007 | 1.2% | -48.1% |
| 2008 | 0.9% | -26.9% |
| 2009 | 6.0% | +581.9% |
| 2011 | 0.5% | -92.3% |
| 2012 | 0.9% | +101.5% |
| 2013 | 0.7% | -28.1% |
| 2014 | 0.6% | -10.0% |
| 2015 | 0.8% | +34.2% |
| 2016 | 1.0% | +20.3% |
| 2017 | 0.9% | -10.7% |
| 2018 | 0.8% | -10.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 1.8% | 0.2% | 6.0% | 6 |
| 2010s | 0.8% | 0.5% | 1.0% | 8 |
Countries ranked near Afghanistan
- 138 Sudan 1.1% compare
- 139 Seychelles 1.0% compare
- 140 Palestine, State of 1.0% compare
- 142 Equatorial Guinea 0.6%
- 143 Barbados 0.5%
- 144 Qatar 0.4% compare
More reference data data for Afghanistan
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.8991 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 4.89 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 6.63 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.4362 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 6.63 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 3.01 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.847 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 18.65 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 26.62 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 2.38 (2050)
Frequently asked questions
- What is share of female students in upper secondary education enrolled in in Afghanistan?
- Share of female students in upper secondary education enrolled in in Afghanistan was 0.8% 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 upper secondary education enrolled in recorded in Afghanistan?
- The highest recorded value was 6.0% in 2009.
- What is the lowest share of female students in upper secondary education enrolled in recorded in Afghanistan?
- The lowest recorded value was 0.2% in 2003.
- How does Afghanistan rank for share of female students in upper secondary education enrolled in?
- Afghanistan ranks 141st out of 155 countries with data for 2018.
- Is share of female students in upper secondary education enrolled in rising or falling in Afghanistan?
- Over the last ten years it is down 10.9%. The long-run trend across the full record is volatile.
- Where does this Afghanistan 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 upper 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 upper secondary education level, expressed as a percentage of the total number of female students enrolled in all programmes (vocational and general) at the upper 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.