Share of female students in upper secondary education enrolled in in Pakistan
Pakistan: Share of female students in upper secondary education enrolled in was 5.7% in 2018. ▼ Falling
Share of female students in upper secondary education enrolled in in Pakistan, 2006–2018
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
Pakistan recorded 5.7% for share of female students in upper secondary education enrolled in in 2018.
That represents a change of up 8.0% on the previous year and down 21.7% over ten years.
Over the whole period, share of female students in upper secondary education enrolled in in Pakistan peaked at 9.7% in 2012 and was at its lowest, 4.8%, in 2016.
That places Pakistan 112th out of 155 countries with data for 2018, putting it in the middle of the range.
The long-run direction has been consistently falling across the 13 years of available data.
Share of female students in upper secondary education enrolled in in Pakistan, year by year
| Year | % | Change |
|---|---|---|
| 2006 | 7.6% | — |
| 2007 | 7.3% | -3.1% |
| 2008 | 7.3% | -0.1% |
| 2009 | 9.1% | +23.9% |
| 2010 | 9.2% | +1.1% |
| 2011 | 9.6% | +4.9% |
| 2012 | 9.7% | +0.9% |
| 2013 | 9.2% | -4.9% |
| 2014 | 8.2% | -11.1% |
| 2015 | 5.0% | -39.2% |
| 2016 | 4.8% | -4.2% |
| 2017 | 5.3% | +11.1% |
| 2018 | 5.7% | +8.0% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 7.8% | 7.3% | 9.1% | 4 |
| 2010s | 7.4% | 4.8% | 9.7% | 9 |
Countries ranked near Pakistan
More reference data data for Pakistan
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 6.05 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 20.96 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 61.26 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 1.98 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 61.26 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 20.3 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 5.75 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 91.27 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 260 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 10.79 (2050)
Frequently asked questions
- What is share of female students in upper secondary education enrolled in in Pakistan?
- Share of female students in upper secondary education enrolled in in Pakistan was 5.7% 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 Pakistan?
- The highest recorded value was 9.7% in 2012.
- What is the lowest share of female students in upper secondary education enrolled in recorded in Pakistan?
- The lowest recorded value was 4.8% in 2016.
- How does Pakistan rank for share of female students in upper secondary education enrolled in?
- Pakistan ranks 112th out of 155 countries with data for 2018.
- Is share of female students in upper secondary education enrolled in rising or falling in Pakistan?
- Over the last ten years it is down 21.7%. The long-run trend across the full record is falling.
- Where does this Pakistan 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.