Share of female students in upper secondary education enrolled in in Cameroon
Cameroon: Share of female students in upper secondary education enrolled in was 20.7% in 2016. ▲ Rising
Share of female students in upper secondary education enrolled in in Cameroon, 2003–2016
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
In 2016, share of female students in upper secondary education enrolled in in Cameroon stood at 20.7%.
The figure is down 1.3% on the previous year and up 36.5% over ten years.
Over the whole period, share of female students in upper secondary education enrolled in in Cameroon peaked at 21.1% in 2014 and was at its lowest, 15.1%, in 2003.
That places Cameroon 73rd out of 155 countries with data for 2016, putting it in the middle of the range.
The long-run direction has been consistently rising across the 13 years of available data.
Share of female students in upper secondary education enrolled in in Cameroon, year by year
| Year | % | Change |
|---|---|---|
| 2003 | 15.1% | — |
| 2004 | 15.3% | +1.4% |
| 2005 | 15.3% | -0.1% |
| 2006 | 15.2% | -0.4% |
| 2007 | 18.5% | +22.0% |
| 2008 | 15.2% | -18.2% |
| 2009 | 20.0% | +31.7% |
| 2011 | 20.3% | +1.4% |
| 2012 | 21.1% | +4.3% |
| 2013 | 18.2% | -13.6% |
| 2014 | 21.1% | +15.9% |
| 2015 | 21.0% | -0.7% |
| 2016 | 20.7% | -1.3% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 16.3% | 15.1% | 20.0% | 7 |
| 2010s | 20.4% | 18.2% | 21.1% | 6 |
Countries ranked near Cameroon
More reference data data for Cameroon
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.4076 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 3.49 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 4.56 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.199 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 4.56 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 1.37 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 1.54 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 17.29 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 23.23 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 1.08 (2050)
Frequently asked questions
- What is share of female students in upper secondary education enrolled in in Cameroon?
- Share of female students in upper secondary education enrolled in in Cameroon was 20.7% 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 Cameroon?
- The highest recorded value was 21.1% in 2014.
- What is the lowest share of female students in upper secondary education enrolled in recorded in Cameroon?
- The lowest recorded value was 15.1% in 2003.
- How does Cameroon rank for share of female students in upper secondary education enrolled in?
- Cameroon ranks 73rd out of 155 countries with data for 2016.
- Is share of female students in upper secondary education enrolled in rising or falling in Cameroon?
- Over the last ten years it is up 36.5%. The long-run trend across the full record is rising.
- Where does this Cameroon 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.