Share of male students in post-secondary non-tertiary education in Jamaica
Jamaica: Share of male students in post-secondary non-tertiary education was 92.4% in 2018. ▲ Rising
Share of male students in post-secondary non-tertiary education in Jamaica, 2002–2018
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
Jamaica recorded 92.4% for share of male students in post-secondary non-tertiary education in 2018. That is the highest value across all 7 years on record.
The figure is up 9.4% on the previous year and up 4.9% over ten years.
Over the whole period, share of male students in post-secondary non-tertiary education in Jamaica peaked at 92.4% in 2018 and was at its lowest, 81.9%, in 2002.
That places Jamaica 66th out of 94 countries with data for 2018, putting it in the middle of the range.
Share of male students in post-secondary non-tertiary education in Jamaica, year by year
| Year | % | Change |
|---|---|---|
| 2002 | 81.9% | — |
| 2013 | 88.1% | +7.5% |
| 2014 | 85.8% | -2.6% |
| 2015 | 84.4% | -1.6% |
| 2016 | 83.4% | -1.2% |
| 2017 | 84.5% | +1.3% |
| 2018 | 92.4% | +9.4% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 81.9% | 81.9% | 81.9% | 1 |
| 2010s | 86.5% | 83.4% | 92.4% | 6 |
Countries ranked near Jamaica
- 63 Bangladesh 99.0% compare
- 64 Tanzania, United Republic of 97.2% compare
- 65 Belgium 95.6% compare
- 67 Syrian Arab Republic 91.8% compare
- 68 Germany 90.2% compare
- 69 Tonga 87.6% compare
More reference data data for Jamaica
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.045 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.1808 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.2582 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0003 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.2582 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.1508 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.0583 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.8486 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 1.19 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.0015 (2050)
Frequently asked questions
- What is share of male students in post-secondary non-tertiary education in Jamaica?
- Share of male students in post-secondary non-tertiary education in Jamaica was 92.4% 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 post-secondary non-tertiary education recorded in Jamaica?
- The highest recorded value was 92.4% in 2018.
- What is the lowest share of male students in post-secondary non-tertiary education recorded in Jamaica?
- The lowest recorded value was 81.9% in 2002.
- How does Jamaica rank for share of male students in post-secondary non-tertiary education?
- Jamaica ranks 66th out of 94 countries with data for 2018.
- Is share of male students in post-secondary non-tertiary education rising or falling in Jamaica?
- Over the last ten years it is up 4.9%. The long-run trend across the full record is rising.
- Where does this Jamaica 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.
Download this data
CSV · JSON — 7 observations, free to reuse under CC BY 4.0 (World Bank Open Data).
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.