Share of male students in lower secondary education enrolled in in Germany
Germany: Share of male students in lower secondary education enrolled in was 6.0% in 2017. ▲ Rising
Share of male students in lower secondary education enrolled in in Germany, 2004–2017
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
In 2017, share of male students in lower secondary education enrolled in in Germany stood at 6.0%. That is the highest value across all 14 years on record.
The figure is up 32.6% on the previous year and up 260.0% over ten years.
Over the whole period, share of male students in lower secondary education enrolled in in Germany peaked at 6.0% in 2017 and was at its lowest, 1.5%, in 2008.
Germany ranks 20th of 77 countries on this measure, in the top quarter.
The long-run direction has been consistently rising across the 14 years of available data.
Share of male students in lower secondary education enrolled in in Germany, year by year
| Year | % | Change |
|---|---|---|
| 2004 | 1.7% | — |
| 2005 | 1.8% | +4.3% |
| 2006 | 1.8% | -0.6% |
| 2007 | 1.7% | -5.1% |
| 2008 | 1.5% | -11.4% |
| 2009 | 2.7% | +85.3% |
| 2010 | 3.2% | +17.0% |
| 2011 | 3.1% | -4.3% |
| 2012 | 2.7% | -11.3% |
| 2013 | 2.7% | -0.1% |
| 2014 | 2.8% | +3.4% |
| 2015 | 3.0% | +6.8% |
| 2016 | 4.5% | +50.9% |
| 2017 | 6.0% | +32.6% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 1.9% | 1.5% | 2.7% | 6 |
| 2010s | 3.5% | 2.7% | 6.0% | 8 |
Countries ranked near Germany
- 17 Saint Vincent and the Grenadines 8.0%
- 18 Antigua and Barbuda 6.8% compare
- 19 Netherlands 6.4% compare
- 21 Cuba 5.7% compare
- 22 Morocco 5.4% compare
- 23 Egypt 5.2% compare
More reference data data for Germany
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 4.6 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 1.7 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 16.93 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 1.94 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 16.93 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 15.41 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 9.96 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 8.87 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 80.38 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 10.56 (2050)
Frequently asked questions
- What is share of male students in lower secondary education enrolled in in Germany?
- Share of male students in lower secondary education enrolled in in Germany was 6.0% in 2017, 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 Germany?
- The highest recorded value was 6.0% in 2017.
- What is the lowest share of male students in lower secondary education enrolled in recorded in Germany?
- The lowest recorded value was 1.5% in 2008.
- How does Germany rank for share of male students in lower secondary education enrolled in?
- Germany ranks 20th out of 77 countries with data for 2017.
- Is share of male students in lower secondary education enrolled in rising or falling in Germany?
- Over the last ten years it is up 260.0%. The long-run trend across the full record is rising.
- Where does this Germany 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.