Share of all students in post-secondary non-tertiary education in Bangladesh
Bangladesh: Share of all students in post-secondary non-tertiary education was 100.0% in 2019. ▲ Rising
Share of all students in post-secondary non-tertiary education in Bangladesh, 1998–2019
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
In 2019, share of all students in post-secondary non-tertiary education in Bangladesh stood at 100.0%. That is the highest value across all 20 years on record.
Compared with earlier readings it is up 2.8% on the previous year and up 8.8% over ten years.
Over the whole period, share of all students in post-secondary non-tertiary education in Bangladesh peaked at 100.0% in 2019 and was at its lowest, 51.0%, in 2002.
Bangladesh ranks 1st of 99 countries on this measure, in the top 10%.
The long-run direction has been consistently rising across the 20 years of available data.
Share of all students in post-secondary non-tertiary education in Bangladesh, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 63.1% | — |
| 1999 | 57.8% | -8.4% |
| 2000 | 60.2% | +4.2% |
| 2001 | 63.0% | +4.6% |
| 2002 | 51.0% | -19.0% |
| 2003 | 54.8% | +7.5% |
| 2004 | 83.6% | +52.5% |
| 2005 | 84.1% | +0.6% |
| 2006 | 83.7% | -0.4% |
| 2007 | 83.6% | -0.2% |
| 2008 | 93.8% | +12.2% |
| 2009 | 91.9% | -2.1% |
| 2010 | 92.9% | +1.1% |
| 2011 | 92.0% | -1.0% |
| 2012 | 93.8% | +1.9% |
| 2013 | 94.6% | +0.8% |
| 2015 | 97.7% | +3.3% |
| 2016 | 97.3% | -0.4% |
| 2017 | 97.3% | +0.0% |
| 2019 | 100.0% | +2.8% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 60.4% | 57.8% | 63.1% | 2 |
| 2000s | 75.0% | 51.0% | 93.8% | 10 |
| 2010s | 95.7% | 92.0% | 100.0% | 8 |
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More reference data data for Bangladesh
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 2.46 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 9.09 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 24.63 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 2.62 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 24.63 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 8.25 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 2.5 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 37.85 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 105.98 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 14.25 (2050)
Frequently asked questions
- What is share of all students in post-secondary non-tertiary education in Bangladesh?
- Share of all students in post-secondary non-tertiary education in Bangladesh was 100.0% in 2019, according to UNESCO Institute for Statistics.
- What is the highest share of all students in post-secondary non-tertiary education recorded in Bangladesh?
- The highest recorded value was 100.0% in 2019.
- What is the lowest share of all students in post-secondary non-tertiary education recorded in Bangladesh?
- The lowest recorded value was 51.0% in 2002.
- How does Bangladesh rank for share of all students in post-secondary non-tertiary education?
- Bangladesh ranks 1st out of 99 countries with data for 2019.
- Is share of all students in post-secondary non-tertiary education rising or falling in Bangladesh?
- Over the last ten years it is up 8.8%. The long-run trend across the full record is rising.
- Where does this Bangladesh 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 vocational programmes (%). Statizoid updates them automatically from the source API.
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About this data
Total number of students enrolled in vocational 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. 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.