Share of female students in upper secondary education enrolled in in Kazakhstan
Kazakhstan: Share of female students in upper secondary education enrolled in was 36.3% in 2019. ▲ Rising
Share of female students in upper secondary education enrolled in in Kazakhstan, 1998–2019
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
In 2019, share of female students in upper secondary education enrolled in in Kazakhstan stood at 36.3%.
That represents a change of up 3.7% on the previous year and down 2.0% over ten years.
Over the whole period, share of female students in upper secondary education enrolled in in Kazakhstan peaked at 38.2% in 2015 and was at its lowest, 12.4%, in 1999.
Kazakhstan ranks 41st of 155 countries on this measure, in the middle of the range.
The long-run direction has been consistently rising across the 14 years of available data.
Share of female students in upper secondary education enrolled in in Kazakhstan, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 12.5% | — |
| 1999 | 12.4% | -0.9% |
| 2000 | 14.9% | +19.7% |
| 2006 | 33.8% | +127.6% |
| 2010 | 37.0% | +9.5% |
| 2011 | 32.8% | -11.3% |
| 2012 | 33.0% | +0.4% |
| 2013 | 32.9% | -0.1% |
| 2014 | 37.0% | +12.3% |
| 2015 | 38.2% | +3.3% |
| 2016 | 37.8% | -1.1% |
| 2017 | 34.6% | -8.4% |
| 2018 | 35.0% | +1.1% |
| 2019 | 36.3% | +3.7% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 12.5% | 12.4% | 12.5% | 2 |
| 2000s | 24.3% | 14.9% | 33.8% | 2 |
| 2010s | 35.5% | 32.8% | 38.2% | 10 |
Countries ranked near Kazakhstan
More reference data data for Kazakhstan
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 1.3 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 2.52 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 4.95 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.8607 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 4.95 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 4.36 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 4.63 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 10.75 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 25.76 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 4.69 (2050)
Frequently asked questions
- What is share of female students in upper secondary education enrolled in in Kazakhstan?
- Share of female students in upper secondary education enrolled in in Kazakhstan was 36.3% 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 Kazakhstan?
- The highest recorded value was 38.2% in 2015.
- What is the lowest share of female students in upper secondary education enrolled in recorded in Kazakhstan?
- The lowest recorded value was 12.4% in 1999.
- How does Kazakhstan rank for share of female students in upper secondary education enrolled in?
- Kazakhstan ranks 41st out of 155 countries with data for 2019.
- Is share of female students in upper secondary education enrolled in rising or falling in Kazakhstan?
- Over the last ten years it is down 2.0%. The long-run trend across the full record is rising.
- Where does this Kazakhstan 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.