Share of female students in upper secondary education enrolled in in Burundi
Burundi: Share of female students in upper secondary education enrolled in was 22.9% in 2018. ▲ Rising
Share of female students in upper secondary education enrolled in in Burundi, 2000–2018
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
Burundi recorded 22.9% for share of female students in upper secondary education enrolled in in 2018.
Compared with earlier readings it is down 12.2% on the previous year and up 6.8% over ten years.
Over the whole period, share of female students in upper secondary education enrolled in in Burundi peaked at 31.9% in 2015 and was at its lowest, 16.6%, in 2012.
That places Burundi 65th out of 155 countries with data for 2018, putting it in the middle of the range.
The long-run direction has been consistently rising across the 18 years of available data.
Share of female students in upper secondary education enrolled in in Burundi, year by year
| Year | % | Change |
|---|---|---|
| 2000 | 18.2% | — |
| 2001 | 18.2% | -0.0% |
| 2002 | 18.3% | +0.6% |
| 2003 | 23.1% | +26.2% |
| 2004 | 26.4% | +14.2% |
| 2005 | 22.6% | -14.4% |
| 2006 | 20.7% | -8.7% |
| 2007 | 21.4% | +3.8% |
| 2009 | 19.7% | -7.8% |
| 2010 | 18.9% | -4.4% |
| 2011 | 17.3% | -8.4% |
| 2012 | 16.6% | -4.1% |
| 2013 | 24.0% | +44.6% |
| 2014 | 29.0% | +21.0% |
| 2015 | 31.9% | +10.0% |
| 2016 | 29.4% | -7.9% |
| 2017 | 26.1% | -11.4% |
| 2018 | 22.9% | -12.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 21.0% | 18.2% | 26.4% | 9 |
| 2010s | 24.0% | 16.6% | 31.9% | 9 |
Countries ranked near Burundi
More reference data data for Burundi
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.0676 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.5075 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.6676 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0521 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.6676 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.2266 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.2677 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 2.21 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 3.17 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.2838 (2050)
Frequently asked questions
- What is share of female students in upper secondary education enrolled in in Burundi?
- Share of female students in upper secondary education enrolled in in Burundi was 22.9% 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 Burundi?
- The highest recorded value was 31.9% in 2015.
- What is the lowest share of female students in upper secondary education enrolled in recorded in Burundi?
- The lowest recorded value was 16.6% in 2012.
- How does Burundi rank for share of female students in upper secondary education enrolled in?
- Burundi ranks 65th out of 155 countries with data for 2018.
- Is share of female students in upper secondary education enrolled in rising or falling in Burundi?
- Over the last ten years it is up 6.8%. The long-run trend across the full record is rising.
- Where does this Burundi 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.