Share of female students in upper secondary education enrolled in in Ghana
Ghana: Share of female students in upper secondary education enrolled in was 3.6% in 2019. ◆ Volatile
Share of female students in upper secondary education enrolled in in Ghana, 1999–2019
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
Ghana recorded 3.6% for share of female students in upper secondary education enrolled in in 2019.
That represents a change of down 1.2% on the previous year and down 54.7% over ten years.
Over the whole period, share of female students in upper secondary education enrolled in in Ghana peaked at 14.8% in 2007 and was at its lowest, 1.4%, in 2000.
That places Ghana 123rd out of 155 countries with data for 2019, putting it in the bottom quarter.
The series is highly variable year to year, so single readings are best treated with caution.
Share of female students in upper secondary education enrolled in in Ghana, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 5.5% | — |
| 2000 | 1.4% | -74.6% |
| 2001 | 1.9% | +33.6% |
| 2002 | 1.9% | +0.0% |
| 2003 | 2.1% | +12.7% |
| 2004 | 1.9% | -10.7% |
| 2005 | 2.0% | +7.1% |
| 2006 | 9.7% | +381.9% |
| 2007 | 14.8% | +52.4% |
| 2008 | 14.2% | -4.0% |
| 2009 | 8.0% | -43.4% |
| 2011 | 8.7% | +7.7% |
| 2012 | 8.0% | -7.5% |
| 2013 | 4.8% | -40.6% |
| 2014 | 3.3% | -31.0% |
| 2015 | 2.7% | -17.0% |
| 2016 | 3.2% | +18.2% |
| 2017 | 3.1% | -2.3% |
| 2018 | 3.7% | +17.3% |
| 2019 | 3.6% | -1.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 5.5% | 5.5% | 5.5% | 1 |
| 2000s | 5.8% | 1.4% | 14.8% | 10 |
| 2010s | 4.6% | 2.7% | 8.7% | 9 |
Countries ranked near Ghana
More reference data data for Ghana
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.2805 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 1.89 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 2.69 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.1989 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 2.69 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.9405 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.9478 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 8.22 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 12.64 (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 Ghana?
- Share of female students in upper secondary education enrolled in in Ghana was 3.6% in 2019, 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 Ghana?
- The highest recorded value was 14.8% in 2007.
- What is the lowest share of female students in upper secondary education enrolled in recorded in Ghana?
- The lowest recorded value was 1.4% in 2000.
- How does Ghana rank for share of female students in upper secondary education enrolled in?
- Ghana ranks 123rd out of 155 countries with data for 2019.
- Is share of female students in upper secondary education enrolled in rising or falling in Ghana?
- Over the last ten years it is down 54.7%. The long-run trend across the full record is volatile.
- Where does this Ghana 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.