Share of male students in post-secondary non-tertiary education in Bahrain
Bahrain: Share of male students in post-secondary non-tertiary education was 100.0% in 2018. ▲ Rising
Share of male students in post-secondary non-tertiary education in Bahrain, 2000–2018
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 post-secondary non-tertiary education in Bahrain is 100.0%, measured in 2018. That is the highest value across all 11 years on record.
Compared with earlier readings it is up 0.9% on the previous year and up 6.7% over ten years.
Over the whole period, share of male students in post-secondary non-tertiary education in Bahrain peaked at 100.0% in 2018 and was at its lowest, 92.2%, in 2003.
Bahrain ranks 1st of 94 countries on this measure, in the top 10%.
The long-run direction has been consistently rising across the 11 years of available data.
Share of male students in post-secondary non-tertiary education in Bahrain, year by year
| Year | % | Change |
|---|---|---|
| 2000 | 94.7% | — |
| 2001 | 94.8% | +0.2% |
| 2002 | 96.6% | +1.9% |
| 2003 | 92.2% | -4.5% |
| 2004 | 97.0% | +5.1% |
| 2005 | 93.7% | -3.4% |
| 2006 | 93.7% | +0.0% |
| 2015 | 99.6% | +6.3% |
| 2016 | 99.6% | -0.1% |
| 2017 | 99.1% | -0.5% |
| 2018 | 100.0% | +0.9% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 94.7% | 92.2% | 97.0% | 7 |
| 2010s | 99.6% | 99.1% | 100.0% | 4 |
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More reference data data for Bahrain
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.001 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.0108 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.0191 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.0191 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.0034 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.0013 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.0528 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 0.0873 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0 (2050)
Frequently asked questions
- What is share of male students in post-secondary non-tertiary education in Bahrain?
- Share of male students in post-secondary non-tertiary education in Bahrain was 100.0% 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 post-secondary non-tertiary education recorded in Bahrain?
- The highest recorded value was 100.0% in 2018.
- What is the lowest share of male students in post-secondary non-tertiary education recorded in Bahrain?
- The lowest recorded value was 92.2% in 2003.
- How does Bahrain rank for share of male students in post-secondary non-tertiary education?
- Bahrain ranks 1st out of 94 countries with data for 2018.
- Is share of male students in post-secondary non-tertiary education rising or falling in Bahrain?
- Over the last ten years it is up 6.7%. The long-run trend across the full record is rising.
- Where does this Bahrain 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 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 male students enrolled in vocational programmes at the post-secondary non-tertiary education level, expressed as a percentage of the total number of male 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.