Share of male students in lower secondary education enrolled in in Chad
Chad: Share of male students in lower secondary education enrolled in was 0.2% in 2016. ▼ Falling
Share of male students in lower secondary education enrolled in in Chad, 1998–2016
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
In 2016, share of male students in lower secondary education enrolled in in Chad stood at 0.2%.
The figure is down 20.8% on the previous year and down 45.9% over ten years.
Over the whole period, share of male students in lower secondary education enrolled in in Chad peaked at 0.6% in 1999 and was at its lowest, 0.1%, in 2007.
Chad ranks 62nd of 77 countries on this measure, in the bottom quarter.
The long-run direction has been consistently falling across the 18 years of available data.
Share of male students in lower secondary education enrolled in in Chad, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 0.6% | — |
| 1999 | 0.6% | +0.9% |
| 2000 | 0.5% | -15.5% |
| 2001 | 0.3% | -33.9% |
| 2002 | 0.2% | -29.7% |
| 2003 | 0.3% | +5.5% |
| 2004 | 0.3% | +8.1% |
| 2005 | 0.3% | +22.1% |
| 2006 | 0.4% | +16.2% |
| 2007 | 0.1% | -67.3% |
| 2008 | 0.3% | +141.4% |
| 2009 | 0.3% | +2.2% |
| 2010 | 0.4% | +23.6% |
| 2011 | 0.6% | +51.9% |
| 2012 | 0.3% | -42.0% |
| 2013 | 0.5% | +31.7% |
| 2015 | 0.3% | -40.9% |
| 2016 | 0.2% | -20.8% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 0.6% | 0.6% | 0.6% | 2 |
| 2000s | 0.3% | 0.1% | 0.5% | 10 |
| 2010s | 0.4% | 0.2% | 0.6% | 6 |
Countries ranked near Chad
More reference data data for Chad
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.3078 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 13.52 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 14.01 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.1797 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 14.01 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 1.03 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.5525 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 58.55 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 61.14 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.9785 (2050)
Frequently asked questions
- What is share of male students in lower secondary education enrolled in in Chad?
- Share of male students in lower secondary education enrolled in in Chad was 0.2% in 2016, according to UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.
- What is the highest share of male students in lower secondary education enrolled in recorded in Chad?
- The highest recorded value was 0.6% in 1999.
- What is the lowest share of male students in lower secondary education enrolled in recorded in Chad?
- The lowest recorded value was 0.1% in 2007.
- How does Chad rank for share of male students in lower secondary education enrolled in?
- Chad ranks 62nd out of 77 countries with data for 2016.
- Is share of male students in lower secondary education enrolled in rising or falling in Chad?
- Over the last ten years it is down 45.9%. The long-run trend across the full record is falling.
- Where does this Chad data come from?
- The figures come from UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020, published as part of Share of male students in lower secondary education enrolled in vocational programmes (%). Statizoid updates them automatically from the source API.
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About this data
Total number of male students enrolled in vocational programmes at the lower secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the lower secondary 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.