Share of female students in upper secondary education enrolled in in Antigua and Barbuda
Antigua and Barbuda: Share of female students in upper secondary education enrolled in was 0.0% in 2017. ◆ Volatile
Share of female students in upper secondary education enrolled in in Antigua and Barbuda, 2000–2017
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
In 2017, share of female students in upper secondary education enrolled in in Antigua and Barbuda stood at 0.0%. That is the lowest value across all 9 years on record.
Compared with earlier readings it is down 100.0% over ten years.
Over the whole period, share of female students in upper secondary education enrolled in in Antigua and Barbuda peaked at 10.4% in 2010 and was at its lowest, 0.0%, in 2014.
Antigua and Barbuda ranks 147th of 155 countries on this measure, in the bottom quarter.
Share of female students in upper secondary education enrolled in in Antigua and Barbuda, year by year
| Year | % | Change |
|---|---|---|
| 2000 | 4.6% | — |
| 2008 | 6.9% | +50.8% |
| 2009 | 7.0% | +0.2% |
| 2010 | 10.4% | +49.1% |
| 2011 | 8.2% | -21.0% |
| 2012 | 6.4% | -22.1% |
| 2014 | 0.0% | -100.0% |
| 2015 | 0.0% | — |
| 2017 | 0.0% | — |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 6.2% | 4.6% | 7.0% | 3 |
| 2010s | 4.2% | 0.0% | 10.4% | 6 |
Countries ranked near Antigua and Barbuda
More reference data data for Antigua and Barbuda
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.0042 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.0111 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.0153 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.0153 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.0141 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.0035 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.0493 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 0.0671 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0 (2050)
Frequently asked questions
- What is share of female students in upper secondary education enrolled in in Antigua and Barbuda?
- Share of female students in upper secondary education enrolled in in Antigua and Barbuda was 0.0% 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 upper secondary education enrolled in recorded in Antigua and Barbuda?
- The highest recorded value was 10.4% in 2010.
- What is the lowest share of female students in upper secondary education enrolled in recorded in Antigua and Barbuda?
- The lowest recorded value was 0.0% in 2014.
- How does Antigua and Barbuda rank for share of female students in upper secondary education enrolled in?
- Antigua and Barbuda ranks 147th out of 155 countries with data for 2017.
- Is share of female students in upper secondary education enrolled in rising or falling in Antigua and Barbuda?
- Over the last ten years it is down 100.0%. The long-run trend across the full record is volatile.
- Where does this Antigua and Barbuda 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.