Share of male students in post-secondary non-tertiary education in Malta
Malta: Share of male students in post-secondary non-tertiary education was 0.0% in 2017. ▼ Falling
Share of male students in post-secondary non-tertiary education in Malta, 1998–2017
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
Malta recorded 0.0% for share of male students in post-secondary non-tertiary education in 2017. That is the lowest value across all 18 years on record.
The figure is down 100.0% on the previous year and down 100.0% over ten years.
Over the whole period, share of male students in post-secondary non-tertiary education in Malta peaked at 99.8% in 2008 and was at its lowest, 0.0%, in 2017.
Malta ranks 91st of 94 countries on this measure, in the bottom quarter.
The long-run direction has been consistently falling across the 18 years of available data.
Share of male students in post-secondary non-tertiary education in Malta, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 97.1% | — |
| 1999 | 95.1% | -2.0% |
| 2000 | 95.6% | +0.4% |
| 2001 | 91.8% | -3.9% |
| 2002 | 94.5% | +3.0% |
| 2003 | 93.8% | -0.8% |
| 2004 | 91.5% | -2.4% |
| 2005 | 90.2% | -1.4% |
| 2006 | 95.2% | +5.5% |
| 2007 | 98.1% | +3.1% |
| 2008 | 99.8% | +1.7% |
| 2011 | 94.7% | -5.1% |
| 2012 | 96.7% | +2.1% |
| 2013 | 98.2% | +1.5% |
| 2014 | 96.7% | -1.5% |
| 2015 | 96.3% | -0.4% |
| 2016 | 96.6% | +0.3% |
| 2017 | 0.0% | -100.0% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 96.1% | 95.1% | 97.1% | 2 |
| 2000s | 94.5% | 90.2% | 99.8% | 9 |
| 2010s | 82.7% | 0.0% | 98.2% | 7 |
Countries ranked near Malta
More reference data data for Malta
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.0121 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.0042 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.0205 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0008 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.0205 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.0404 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.0227 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.0192 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 0.1009 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.0043 (2050)
Frequently asked questions
- What is share of male students in post-secondary non-tertiary education in Malta?
- Share of male students in post-secondary non-tertiary education in Malta was 0.0% 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 post-secondary non-tertiary education recorded in Malta?
- The highest recorded value was 99.8% in 2008.
- What is the lowest share of male students in post-secondary non-tertiary education recorded in Malta?
- The lowest recorded value was 0.0% in 2017.
- How does Malta rank for share of male students in post-secondary non-tertiary education?
- Malta ranks 91st out of 94 countries with data for 2017.
- Is share of male students in post-secondary non-tertiary education rising or falling in Malta?
- Over the last ten years it is down 100.0%. The long-run trend across the full record is falling.
- Where does this Malta 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.