Share of female students in upper secondary education enrolled in in Chad
Chad: Share of female students in upper secondary education enrolled in was 6.7% in 2016. ▼ Falling
Share of female students in upper secondary education enrolled in in Chad, 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 Chad is 6.7%, measured in 2016.
The figure is down 2.2% on the previous year and down 22.4% over ten years.
Over the whole period, share of female students in upper secondary education enrolled in in Chad peaked at 16.2% in 1999 and was at its lowest, 5.8%, in 2007.
Chad ranks 109th of 155 countries on this measure, in the middle of the range.
The long-run direction has been consistently falling across the 18 years of available data.
Share of female students in upper secondary education enrolled in in Chad, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 15.0% | — |
| 1999 | 16.2% | +7.9% |
| 2000 | 13.1% | -19.1% |
| 2001 | 11.7% | -11.0% |
| 2002 | 10.6% | -8.9% |
| 2003 | 10.5% | -1.4% |
| 2004 | 10.0% | -4.2% |
| 2005 | 9.2% | -8.1% |
| 2006 | 8.6% | -7.0% |
| 2007 | 5.8% | -32.7% |
| 2008 | 7.8% | +35.1% |
| 2009 | 6.2% | -19.9% |
| 2010 | 6.3% | +1.4% |
| 2011 | 6.3% | -0.3% |
| 2012 | 7.0% | +10.9% |
| 2013 | 6.9% | -1.3% |
| 2015 | 6.8% | -1.6% |
| 2016 | 6.7% | -2.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 15.6% | 15.0% | 16.2% | 2 |
| 2000s | 9.4% | 5.8% | 13.1% | 10 |
| 2010s | 6.7% | 6.3% | 7.0% | 6 |
Countries ranked near Chad
More reference data data for Chad
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.3078 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 13.52 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 14.01 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.1797 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 14.01 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 1.03 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.5525 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 58.55 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 61.14 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.9785 (2050)
Frequently asked questions
- What is share of female students in upper secondary education enrolled in in Chad?
- Share of female students in upper secondary education enrolled in in Chad was 6.7% 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 Chad?
- The highest recorded value was 16.2% in 1999.
- What is the lowest share of female students in upper secondary education enrolled in recorded in Chad?
- The lowest recorded value was 5.8% in 2007.
- How does Chad rank for share of female students in upper secondary education enrolled in?
- Chad ranks 109th out of 155 countries with data for 2016.
- Is share of female students in upper secondary education enrolled in rising or falling in Chad?
- Over the last ten years it is down 22.4%. The long-run trend across the full record is falling.
- Where does this Chad 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.