Share of female students in upper secondary education enrolled in in Turkey
Turkey: Share of female students in upper secondary education enrolled in was 44.8% in 2017. ▲ Rising
Share of female students in upper secondary education enrolled in in Turkey, 1999–2017
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 Turkey stood at 44.8%.
That represents a change of down 4.0% on the previous year and up 31.5% over ten years.
Over the whole period, share of female students in upper secondary education enrolled in in Turkey peaked at 47.8% in 2015 and was at its lowest, 29.0%, in 2003.
Turkey ranks 25th of 155 countries on this measure, in the top quarter.
The long-run direction has been consistently rising across the 19 years of available data.
Share of female students in upper secondary education enrolled in in Turkey, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 41.0% | — |
| 2000 | 40.0% | -2.5% |
| 2001 | 31.8% | -20.4% |
| 2002 | 30.4% | -4.3% |
| 2003 | 29.0% | -4.8% |
| 2004 | 34.3% | +18.4% |
| 2005 | 33.0% | -4.0% |
| 2006 | 32.9% | -0.1% |
| 2007 | 34.0% | +3.4% |
| 2008 | 36.5% | +7.1% |
| 2009 | 38.9% | +6.7% |
| 2010 | 41.5% | +6.7% |
| 2011 | 43.0% | +3.7% |
| 2012 | 44.9% | +4.4% |
| 2013 | 43.7% | -2.7% |
| 2014 | 44.6% | +2.1% |
| 2015 | 47.8% | +7.2% |
| 2016 | 46.6% | -2.4% |
| 2017 | 44.8% | -4.0% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 41.0% | 41.0% | 41.0% | 1 |
| 2000s | 34.1% | 29.0% | 40.0% | 10 |
| 2010s | 44.6% | 41.5% | 47.8% | 8 |
Countries ranked near Turkey
More reference data data for Turkey
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.815 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 10.96 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 22.31 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 1.72 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 22.31 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 2.73 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 1.1 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 53.65 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 103 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 9.35 (2050)
Frequently asked questions
- What is share of female students in upper secondary education enrolled in in Turkey?
- Share of female students in upper secondary education enrolled in in Turkey was 44.8% 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 Turkey?
- The highest recorded value was 47.8% in 2015.
- What is the lowest share of female students in upper secondary education enrolled in recorded in Turkey?
- The lowest recorded value was 29.0% in 2003.
- How does Turkey rank for share of female students in upper secondary education enrolled in?
- Turkey ranks 25th out of 155 countries with data for 2017.
- Is share of female students in upper secondary education enrolled in rising or falling in Turkey?
- Over the last ten years it is up 31.5%. The long-run trend across the full record is rising.
- Where does this Turkey 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.