Share of female students in upper secondary education enrolled in in Turks and Caicos Islands
Turks and Caicos Islands: Share of female students in upper secondary education enrolled in was 0.0% in 2009. ◆ Volatile
Share of female students in upper secondary education enrolled in in Turks and Caicos Islands, 1999–2009
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
Turks and Caicos Islands recorded 0.0% for share of female students in upper secondary education enrolled in in 2009. That is the lowest value across all 6 years on record.
The figure is down 100.0% over ten years.
Over the whole period, share of female students in upper secondary education enrolled in in Turks and Caicos Islands peaked at 29.8% in 1999 and was at its lowest, 0.0%, in 2000.
Turks and Caicos Islands ranks 147th of 155 countries on this measure, in the bottom quarter.
Share of female students in upper secondary education enrolled in in Turks and Caicos Islands, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 29.8% | — |
| 2000 | 0.0% | -100.0% |
| 2003 | 0.0% | — |
| 2004 | 0.0% | — |
| 2005 | 0.0% | — |
| 2009 | 0.0% | — |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 29.8% | 29.8% | 29.8% | 1 |
| 2000s | 0.0% | 0.0% | 0.0% | 5 |
Countries ranked near Turks and Caicos Islands
More reference data data for Turks and Caicos Islands
- Emission Totals - Emissions (CH4) - IPCC Agriculture 0 (2019)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 0 (2019)
- Emission Totals - Emissions (CO2eq) from N2O (AR5) - IPCC Agriculture 0 (2019)
- Emission Totals - Emissions (CO2eq) (AR5) - IPCC Agriculture 0 (2019)
- Emission Totals - Emissions (CO2eq) from CH4 (AR5) - IPCC Agriculture 0 (2019)
- Share of men and women expected to survive to the age of 65 88.6% (2024)
- Wealth share of the richest 1% 27.6% (2024)
- Foreign aid received by income group 16.96 million constant 2024 US$ (2007)
- Foreign aid received from governments and private foundations 16.96 million constant 2024 US$ (2007)
- Foreign aid received as grants and concessional loans 16.61 million constant 2024 US$ (2007)
Frequently asked questions
- What is share of female students in upper secondary education enrolled in in Turks and Caicos Islands?
- Share of female students in upper secondary education enrolled in in Turks and Caicos Islands was 0.0% in 2009, 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 Turks and Caicos Islands?
- The highest recorded value was 29.8% in 1999.
- What is the lowest share of female students in upper secondary education enrolled in recorded in Turks and Caicos Islands?
- The lowest recorded value was 0.0% in 2000.
- How does Turks and Caicos Islands rank for share of female students in upper secondary education enrolled in?
- Turks and Caicos Islands ranks 147th out of 155 countries with data for 2009.
- Is share of female students in upper secondary education enrolled in rising or falling in Turks and Caicos Islands?
- Over the last ten years it is down 100.0%. The long-run trend across the full record is volatile.
- Where does this Turks and Caicos Islands 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.