Share of all students in post-secondary non-tertiary education in Kyrgyzstan
Kyrgyzstan: Share of all students in post-secondary non-tertiary education was 100.0% in 2007. ▬ Flat
Share of all students in post-secondary non-tertiary education in Kyrgyzstan, 1999–2007
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
The most recent figure for share of all students in post-secondary non-tertiary education in Kyrgyzstan is 100.0%, measured in 2007. That is the highest value across all 9 years on record.
That represents a change of unchanged over ten years.
Over the whole period, share of all students in post-secondary non-tertiary education in Kyrgyzstan peaked at 100.0% in 1999 and was at its lowest, 100.0%, in 1999.
Kyrgyzstan ranks 1st of 55 countries on this measure, in the top 10%.
Share of all students in post-secondary non-tertiary education in Kyrgyzstan, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 100.0% | — |
| 2000 | 100.0% | +0.0% |
| 2001 | 100.0% | +0.0% |
| 2002 | 100.0% | +0.0% |
| 2003 | 100.0% | +0.0% |
| 2004 | 100.0% | +0.0% |
| 2005 | 100.0% | +0.0% |
| 2006 | 100.0% | +0.0% |
| 2007 | 100.0% | +0.0% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 100.0% | 100.0% | 100.0% | 1 |
| 2000s | 100.0% | 100.0% | 100.0% | 8 |
Countries ranked near Kyrgyzstan
- 1 Belize 100.0% compare
- 1 Brunei Darussalam 100.0% compare
- 1 Cayman Islands 100.0% compare
- 1 Colombia 100.0%
- 1 Denmark 100.0% compare
- 1 Dominica 100.0% compare
- 1 Georgia 100.0% compare
- 1 Israel 100.0% compare
- 1 Liechtenstein 100.0%
- 1 Malta 100.0% compare
- 1 Mauritania 100.0% compare
- 1 Monaco 100.0%
- 1 Qatar 100.0%
- 1 Trinidad and Tobago 100.0% compare
- 1 Turks and Caicos Islands 100.0% compare
- 1 Uganda 100.0%
More reference data data for Kyrgyzstan
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.2833 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.6193 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 1.24 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0857 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 1.24 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.95 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.8535 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 2.51 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 5.84 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.4667 (2050)
Frequently asked questions
- What is share of all students in post-secondary non-tertiary education in Kyrgyzstan?
- Share of all students in post-secondary non-tertiary education in Kyrgyzstan was 100.0% in 2007, according to UNESCO Institute for Statistics.
- What is the highest share of all students in post-secondary non-tertiary education recorded in Kyrgyzstan?
- The highest recorded value was 100.0% in 1999.
- What is the lowest share of all students in post-secondary non-tertiary education recorded in Kyrgyzstan?
- The lowest recorded value was 100.0% in 1999.
- How does Kyrgyzstan rank for share of all students in post-secondary non-tertiary education?
- Kyrgyzstan ranks 1st out of 55 countries with data for 2007.
- Is share of all students in post-secondary non-tertiary education rising or falling in Kyrgyzstan?
- Over the last ten years it is unchanged. The long-run trend across the full record is flat.
- Where does this Kyrgyzstan data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Share of all students in post-secondary non-tertiary education enrolled in general programmes (%). Statizoid updates them automatically from the source API.
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About this data
Total number of students enrolled in general programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the post-secondary non-tertiary level. General education is designed to develop learners’ general knowledge, skills and competencies and literacy and numeracy skills, often to prepare students for more advanced educational programmes at the same or higher ISCED levels and to lay the foundation for lifelong learning. General educational programmes are typically school- or college-based. General education includes educational programmes that are designed to prepare students for entry into vocational education, but that do not prepare for employment in a particular occupation or trade or class of occupations or trades, nor lead directly to a labour market relevant qualification.