Share of female students in upper secondary education enrolled in in Qatar
Qatar: Share of female students in upper secondary education enrolled in was 0.4% in 2018. ◆ Volatile
Share of female students in upper secondary education enrolled in in Qatar, 2001–2018
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
In 2018, share of female students in upper secondary education enrolled in in Qatar stood at 0.4%. That is the highest value across all 7 years on record.
The figure is up 62.9% on the previous year.
Over the whole period, share of female students in upper secondary education enrolled in in Qatar peaked at 0.4% in 2018 and was at its lowest, 0.0%, in 2001.
Qatar ranks 144th of 155 countries on this measure, in the bottom quarter.
Share of female students in upper secondary education enrolled in in Qatar, year by year
| Year | % | Change |
|---|---|---|
| 2001 | 0.0% | — |
| 2013 | 0.0% | — |
| 2014 | 0.0% | — |
| 2015 | 0.0% | — |
| 2016 | 0.1% | — |
| 2017 | 0.2% | +129.7% |
| 2018 | 0.4% | +62.9% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 0.0% | 0.0% | 0.0% | 1 |
| 2010s | 0.1% | 0.0% | 0.4% | 6 |
Countries ranked near Qatar
- 141 Afghanistan 0.8% compare
- 142 Equatorial Guinea 0.6% compare
- 143 Barbados 0.5% compare
- 145 Yemen 0.2% compare
- 146 Myanmar 0.2% compare
- 147 Antigua and Barbuda 0.0% compare
- 147 Comoros 0.0% compare
- 147 Gibraltar 0.0%
- 147 Jamaica 0.0% compare
- 147 Kiribati 0.0%
- 147 Malawi 0.0%
- 147 Oman 0.0%
- 147 Saudi Arabia 0.0% compare
- 147 Turks and Caicos Islands 0.0% compare
More reference data data for Qatar
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.0059 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.0397 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.0493 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0003 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.0493 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.0199 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.0071 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.1746 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 0.2166 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.0017 (2050)
Frequently asked questions
- What is share of female students in upper secondary education enrolled in in Qatar?
- Share of female students in upper secondary education enrolled in in Qatar was 0.4% 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 Qatar?
- The highest recorded value was 0.4% in 2018.
- What is the lowest share of female students in upper secondary education enrolled in recorded in Qatar?
- The lowest recorded value was 0.0% in 2001.
- How does Qatar rank for share of female students in upper secondary education enrolled in?
- Qatar ranks 144th out of 155 countries with data for 2018.
- Where does this Qatar 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.
Download this data
CSV · JSON — 7 observations, free to reuse under CC BY 4.0 (World Bank Open Data).
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.