Share of male students in post-secondary non-tertiary education in Malaysia
Malaysia: Share of male students in post-secondary non-tertiary education was 74.3% in 2011. ▲ Rising
Share of male students in post-secondary non-tertiary education in Malaysia, 1999–2011
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
Malaysia recorded 74.3% for share of male students in post-secondary non-tertiary education in 2011.
That represents a change of down 3.5% on the previous year and up 227.9% over ten years.
Over the whole period, share of male students in post-secondary non-tertiary education in Malaysia peaked at 77.0% in 2010 and was at its lowest, 22.7%, in 2001.
That places Malaysia 74th out of 94 countries with data for 2011, putting it in the bottom quarter.
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 Malaysia, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 25.9% | — |
| 2000 | 30.2% | +16.5% |
| 2001 | 22.7% | -24.9% |
| 2002 | 27.7% | +22.1% |
| 2003 | 23.6% | -14.6% |
| 2004 | 31.5% | +33.4% |
| 2005 | 43.6% | +38.2% |
| 2008 | 44.8% | +2.9% |
| 2009 | 61.9% | +38.1% |
| 2010 | 77.0% | +24.3% |
| 2011 | 74.3% | -3.5% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 25.9% | 25.9% | 25.9% | 1 |
| 2000s | 35.8% | 22.7% | 61.9% | 8 |
| 2010s | 75.6% | 74.3% | 77.0% | 2 |
Countries ranked near Malaysia
More reference data data for Malaysia
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.7102 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.5869 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 4.62 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.1487 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 4.62 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 2.38 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 1.64 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 3.29 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 21.1 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.8098 (2050)
Frequently asked questions
- What is share of male students in post-secondary non-tertiary education in Malaysia?
- Share of male students in post-secondary non-tertiary education in Malaysia was 74.3% in 2011, 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 Malaysia?
- The highest recorded value was 77.0% in 2010.
- What is the lowest share of male students in post-secondary non-tertiary education recorded in Malaysia?
- The lowest recorded value was 22.7% in 2001.
- How does Malaysia rank for share of male students in post-secondary non-tertiary education?
- Malaysia ranks 74th out of 94 countries with data for 2011.
- Is share of male students in post-secondary non-tertiary education rising or falling in Malaysia?
- Over the last ten years it is up 227.9%. The long-run trend across the full record is rising.
- Where does this Malaysia 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.