Share of male students in lower secondary education enrolled in in Morocco
Morocco: Share of male students in lower secondary education enrolled in was 5.4% in 2018. ▲ Rising
Share of male students in lower secondary education enrolled in in Morocco, 1999–2018
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
The most recent figure for share of male students in lower secondary education enrolled in in Morocco is 5.4%, measured in 2018. That is the highest value across all 17 years on record.
Compared with earlier readings it is up 4.2% on the previous year and up 140.1% over ten years.
Over the whole period, share of male students in lower secondary education enrolled in in Morocco peaked at 5.4% in 2018 and was at its lowest, 1.8%, in 2000.
Morocco ranks 22nd of 77 countries on this measure, in the middle of the range.
The long-run direction has been consistently rising across the 17 years of available data.
Share of male students in lower secondary education enrolled in in Morocco, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 2.3% | — |
| 2000 | 1.8% | -23.7% |
| 2001 | 1.8% | +5.0% |
| 2002 | 2.0% | +6.8% |
| 2003 | 2.0% | +0.7% |
| 2004 | 3.0% | +51.6% |
| 2005 | 2.6% | -15.1% |
| 2006 | 2.3% | -11.9% |
| 2007 | 1.8% | -19.5% |
| 2008 | 2.2% | +23.6% |
| 2009 | 2.7% | +19.3% |
| 2010 | 2.5% | -4.9% |
| 2011 | 2.6% | +1.2% |
| 2012 | 2.6% | +0.8% |
| 2013 | 2.6% | +0.7% |
| 2017 | 5.2% | +97.7% |
| 2018 | 5.4% | +4.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 2.3% | 2.3% | 2.3% | 1 |
| 2000s | 2.2% | 1.8% | 3.0% | 10 |
| 2010s | 3.5% | 2.5% | 5.4% | 6 |
Countries ranked near Morocco
More reference data data for Morocco
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.34 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 4.89 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 8.9 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.4441 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 8.9 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 1.14 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.4159 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 21.09 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 38.3 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 2.42 (2050)
Frequently asked questions
- What is share of male students in lower secondary education enrolled in in Morocco?
- Share of male students in lower secondary education enrolled in in Morocco was 5.4% in 2018, 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 Morocco?
- The highest recorded value was 5.4% in 2018.
- What is the lowest share of male students in lower secondary education enrolled in recorded in Morocco?
- The lowest recorded value was 1.8% in 2000.
- How does Morocco rank for share of male students in lower secondary education enrolled in?
- Morocco ranks 22nd out of 77 countries with data for 2018.
- Is share of male students in lower secondary education enrolled in rising or falling in Morocco?
- Over the last ten years it is up 140.1%. The long-run trend across the full record is rising.
- Where does this Morocco 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.