Share of all students in post-secondary non-tertiary education in Iceland
Iceland: Share of all students in post-secondary non-tertiary education was 98.9% in 2018. ▬ Flat
Share of all students in post-secondary non-tertiary education in Iceland, 1998–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
The most recent figure for share of all students in post-secondary non-tertiary education in Iceland is 98.9%, measured in 2018.
Compared with earlier readings it is up 0.3% on the previous year and down 1.1% over ten years.
Over the whole period, share of all students in post-secondary non-tertiary education in Iceland peaked at 100.0% in 1998 and was at its lowest, 98.0%, in 2013.
Iceland ranks 69th of 99 countries on this measure, in the middle of the range.
Share of all students in post-secondary non-tertiary education in Iceland, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 100.0% | — |
| 1999 | 100.0% | +0.0% |
| 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% |
| 2008 | 100.0% | +0.0% |
| 2009 | 100.0% | +0.0% |
| 2010 | 100.0% | +0.0% |
| 2011 | 100.0% | +0.0% |
| 2012 | 100.0% | +0.0% |
| 2013 | 98.0% | -2.0% |
| 2014 | 98.4% | +0.4% |
| 2015 | 98.5% | +0.1% |
| 2016 | 100.0% | +1.5% |
| 2017 | 98.6% | -1.4% |
| 2018 | 98.9% | +0.3% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 100.0% | 100.0% | 100.0% | 2 |
| 2000s | 100.0% | 100.0% | 100.0% | 10 |
| 2010s | 99.2% | 98.0% | 100.0% | 9 |
Countries ranked near Iceland
More reference data data for Iceland
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.0288 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.0708 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.1854 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0001 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.1854 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.0964 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.062 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.2576 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 0.7664 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.0005 (2050)
Frequently asked questions
- What is share of all students in post-secondary non-tertiary education in Iceland?
- Share of all students in post-secondary non-tertiary education in Iceland was 98.9% in 2018, according to UNESCO Institute for Statistics.
- What is the highest share of all students in post-secondary non-tertiary education recorded in Iceland?
- The highest recorded value was 100.0% in 1998.
- What is the lowest share of all students in post-secondary non-tertiary education recorded in Iceland?
- The lowest recorded value was 98.0% in 2013.
- How does Iceland rank for share of all students in post-secondary non-tertiary education?
- Iceland ranks 69th out of 99 countries with data for 2018.
- Is share of all students in post-secondary non-tertiary education rising or falling in Iceland?
- Over the last ten years it is down 1.1%. The long-run trend across the full record is flat.
- Where does this Iceland 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.