High income vs Kenya: Labor force with basic education, female
High income
30.5%
in 2024
Kenya
63.7%
in 2022
High income rank
11th
Kenya rank
11th
Labor force with basic education, female over time
- High income
- Kenya
How they compare
Kenya currently reports 63.7% against 30.5% in High income, a difference of 33.2%.
That makes Kenya's figure about 2.1 times High income's.
Across all 5 years both countries report, Kenya has been ahead every year.
High income ranks 11th and Kenya ranks 11th of 19 groups.
Kenya has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | High income | Kenya | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 33.4% | 52.9% | 19.4% | Kenya |
| 2010s | 31.1% | 70.3% | 39.2% | Kenya |
| 2020s | 29.9% | 67.2% | 37.3% | Kenya |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher labor force with basic education, female, High income or Kenya?
- Kenya, at 63.7% against 30.5% in High income as of 2022.
- What is the difference in labor force with basic education, female between High income and Kenya?
- 33.2%, with Kenya ahead.
- How many years of comparable data are there for High income and Kenya?
- 5 years are reported by both, from 2005 to 2022.
- How do High income and Kenya rank globally for labor force with basic education, female?
- High income ranks 11th and Kenya ranks 11th of 19 groups.
- Where does this data come from?
- Education and Mismatch Indicators database (EMI), International Labour Organization (ILO), published as Labor force with basic education, female (% of female working-age population with basic education). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
The ratio of the labor force with basic education to the working-age population with basic education. Basic education comprises primary education or lower secondary education according to the International Standard Classification of Education 2011 (ISCED 2011).