Share of all students in post-secondary non-tertiary education in Dominica
Dominica: Share of all students in post-secondary non-tertiary education was 0.0% in 2016. ◆ Volatile
Share of all students in post-secondary non-tertiary education in Dominica, 1999–2016
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
Dominica recorded 0.0% for share of all students in post-secondary non-tertiary education in 2016. That is the lowest value across all 13 years on record.
That represents a change of down 100.0% over ten years.
Over the whole period, share of all students in post-secondary non-tertiary education in Dominica peaked at 40.3% in 2000 and was at its lowest, 0.0%, in 2014.
That places Dominica 96th out of 99 countries with data for 2016, putting it in the bottom quarter.
The series is highly variable year to year, so single readings are best treated with caution.
Share of all students in post-secondary non-tertiary education in Dominica, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 28.6% | — |
| 2000 | 40.3% | +40.7% |
| 2001 | 40.0% | -0.9% |
| 2002 | 29.4% | -26.5% |
| 2003 | 5.6% | -81.1% |
| 2004 | 7.6% | +36.5% |
| 2005 | 31.1% | +309.4% |
| 2006 | 11.4% | -63.3% |
| 2010 | 9.6% | -15.8% |
| 2011 | 15.0% | +55.9% |
| 2013 | 20.9% | +39.9% |
| 2014 | 0.0% | -100.0% |
| 2016 | 0.0% | — |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 28.6% | 28.6% | 28.6% | 1 |
| 2000s | 23.6% | 5.6% | 40.3% | 7 |
| 2010s | 9.1% | 0.0% | 20.9% | 5 |
Countries ranked near Dominica
More reference data data for Dominica
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.0047 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.0067 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.0139 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.0139 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.0158 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.0051 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.0344 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 0.0653 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.0001 (2050)
Frequently asked questions
- What is share of all students in post-secondary non-tertiary education in Dominica?
- Share of all students in post-secondary non-tertiary education in Dominica was 0.0% in 2016, according to UNESCO Institute for Statistics.
- What is the highest share of all students in post-secondary non-tertiary education recorded in Dominica?
- The highest recorded value was 40.3% in 2000.
- What is the lowest share of all students in post-secondary non-tertiary education recorded in Dominica?
- The lowest recorded value was 0.0% in 2014.
- How does Dominica rank for share of all students in post-secondary non-tertiary education?
- Dominica ranks 96th out of 99 countries with data for 2016.
- Is share of all students in post-secondary non-tertiary education rising or falling in Dominica?
- Over the last ten years it is down 100.0%. The long-run trend across the full record is volatile.
- Where does this Dominica 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.