Share of female students in upper secondary education enrolled in in Czechia
Czechia: Share of female students in upper secondary education enrolled in was 66.7% in 2017. ▼ Falling
Share of female students in upper secondary education enrolled in in Czechia, 1998–2017
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 Czechia stood at 66.7%.
Compared with earlier readings it is down 0.8% on the previous year and down 4.2% over ten years.
Over the whole period, share of female students in upper secondary education enrolled in in Czechia peaked at 76.8% in 1998 and was at its lowest, 65.8%, in 2012.
Czechia ranks 9th of 155 countries on this measure, in the top 10%.
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 Czechia, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 76.8% | — |
| 1999 | 76.5% | -0.3% |
| 2000 | 76.0% | -0.7% |
| 2001 | 75.6% | -0.6% |
| 2002 | 75.6% | +0.0% |
| 2003 | 74.4% | -1.6% |
| 2004 | 74.0% | -0.5% |
| 2005 | 74.2% | +0.3% |
| 2006 | 74.1% | -0.1% |
| 2007 | 69.7% | -6.0% |
| 2008 | 68.2% | -2.0% |
| 2009 | 66.9% | -2.0% |
| 2010 | 66.4% | -0.7% |
| 2011 | 66.2% | -0.3% |
| 2012 | 65.8% | -0.5% |
| 2013 | 68.3% | +3.7% |
| 2014 | 67.9% | -0.6% |
| 2015 | 67.6% | -0.4% |
| 2016 | 67.2% | -0.5% |
| 2017 | 66.7% | -0.8% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 76.7% | 76.5% | 76.8% | 2 |
| 2000s | 72.9% | 66.9% | 76.0% | 10 |
| 2010s | 67.0% | 65.8% | 68.3% | 8 |
Countries ranked near Czechia
More reference data data for Czechia
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.5039 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.1071 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 2.08 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.3319 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 2.08 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 1.69 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 1.11 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.5681 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 9.83 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 1.81 (2050)
Frequently asked questions
- What is share of female students in upper secondary education enrolled in in Czechia?
- Share of female students in upper secondary education enrolled in in Czechia was 66.7% 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 Czechia?
- The highest recorded value was 76.8% in 1998.
- What is the lowest share of female students in upper secondary education enrolled in recorded in Czechia?
- The lowest recorded value was 65.8% in 2012.
- How does Czechia rank for share of female students in upper secondary education enrolled in?
- Czechia ranks 9th out of 155 countries with data for 2017.
- Is share of female students in upper secondary education enrolled in rising or falling in Czechia?
- Over the last ten years it is down 4.2%. The long-run trend across the full record is falling.
- Where does this Czechia 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.