Share of female students in upper secondary education enrolled in in Angola
Angola: Share of female students in upper secondary education enrolled in was 49.6% in 2016. ▼ Falling
Share of female students in upper secondary education enrolled in in Angola, 1998–2016
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 upper secondary education enrolled in in Angola is 49.6%, measured in 2016. That is the lowest value across all 12 years on record.
The figure is down 37.2% over ten years.
Over the whole period, share of female students in upper secondary education enrolled in in Angola peaked at 79.1% in 2000 and was at its lowest, 49.6%, in 2016.
Angola ranks 21st of 155 countries on this measure, in the top quarter.
The long-run direction has been consistently falling across the 12 years of available data.
Share of female students in upper secondary education enrolled in in Angola, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 69.4% | — |
| 1999 | 72.6% | +4.6% |
| 2000 | 79.1% | +9.0% |
| 2001 | 74.3% | -6.1% |
| 2002 | 78.3% | +5.3% |
| 2006 | 79.0% | +0.9% |
| 2007 | 78.5% | -0.6% |
| 2008 | 69.4% | -11.5% |
| 2009 | 69.8% | +0.5% |
| 2010 | 70.0% | +0.3% |
| 2011 | 69.5% | -0.7% |
| 2016 | 49.6% | -28.6% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 71.0% | 69.4% | 72.6% | 2 |
| 2000s | 75.5% | 69.4% | 79.1% | 7 |
| 2010s | 63.0% | 49.6% | 70.0% | 3 |
Countries ranked near Angola
- 18 Switzerland 56.9% compare
- 19 Belgium 55.9% compare
- 20 North Macedonia 54.9% compare
- 22 Romania 48.9% compare
- 23 United Kingdom 47.6% compare
- 24 Ethiopia 47.3% compare
More reference data data for Angola
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.4536 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 2.99 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 3.82 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.163 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 3.82 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 1.52 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 1.82 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 15.22 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 20.43 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.8877 (2050)
Frequently asked questions
- What is share of female students in upper secondary education enrolled in in Angola?
- Share of female students in upper secondary education enrolled in in Angola was 49.6% 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 upper secondary education enrolled in recorded in Angola?
- The highest recorded value was 79.1% in 2000.
- What is the lowest share of female students in upper secondary education enrolled in recorded in Angola?
- The lowest recorded value was 49.6% in 2016.
- How does Angola rank for share of female students in upper secondary education enrolled in?
- Angola ranks 21st out of 155 countries with data for 2016.
- Is share of female students in upper secondary education enrolled in rising or falling in Angola?
- Over the last ten years it is down 37.2%. The long-run trend across the full record is falling.
- Where does this Angola 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.