Share of female students in upper secondary education enrolled in in Cuba
Cuba: Share of female students in upper secondary education enrolled in was 38.1% in 2018. ▼ Falling
Share of female students in upper secondary education enrolled in in Cuba, 1999–2018
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
Cuba recorded 38.1% for share of female students in upper secondary education enrolled in in 2018.
Compared with earlier readings it is up 3.2% on the previous year and down 9.9% over ten years.
Over the whole period, share of female students in upper secondary education enrolled in in Cuba peaked at 51.0% in 2005 and was at its lowest, 35.8%, in 2015.
Cuba ranks 36th of 155 countries on this measure, in the top quarter.
The long-run direction has been consistently falling across the 20 years of available data.
Share of female students in upper secondary education enrolled in in Cuba, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 46.6% | — |
| 2000 | 46.4% | -0.3% |
| 2001 | 48.5% | +4.4% |
| 2002 | 48.9% | +0.8% |
| 2003 | 50.6% | +3.4% |
| 2004 | 50.8% | +0.4% |
| 2005 | 51.0% | +0.3% |
| 2006 | 49.8% | -2.2% |
| 2007 | 46.0% | -7.7% |
| 2008 | 42.3% | -8.1% |
| 2009 | 41.9% | -1.0% |
| 2010 | 39.1% | -6.6% |
| 2011 | 43.0% | +9.9% |
| 2012 | 43.6% | +1.5% |
| 2013 | 44.8% | +2.7% |
| 2014 | 36.4% | -18.7% |
| 2015 | 35.8% | -1.7% |
| 2016 | 36.6% | +2.3% |
| 2017 | 36.9% | +0.9% |
| 2018 | 38.1% | +3.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 46.6% | 46.6% | 46.6% | 1 |
| 2000s | 47.6% | 41.9% | 51.0% | 10 |
| 2010s | 39.4% | 35.8% | 44.8% | 9 |
Countries ranked near Cuba
More reference data data for Cuba
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.529 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 1.78 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 2.8 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0696 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 2.8 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 1.77 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.9214 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 9.19 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 14 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.3791 (2050)
Frequently asked questions
- What is share of female students in upper secondary education enrolled in in Cuba?
- Share of female students in upper secondary education enrolled in in Cuba was 38.1% 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 Cuba?
- The highest recorded value was 51.0% in 2005.
- What is the lowest share of female students in upper secondary education enrolled in recorded in Cuba?
- The lowest recorded value was 35.8% in 2015.
- How does Cuba rank for share of female students in upper secondary education enrolled in?
- Cuba ranks 36th out of 155 countries with data for 2018.
- Is share of female students in upper secondary education enrolled in rising or falling in Cuba?
- Over the last ten years it is down 9.9%. The long-run trend across the full record is falling.
- Where does this Cuba 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.