Share of male students in post-secondary non-tertiary education in Slovenia
Slovenia: Share of male students in post-secondary non-tertiary education was 32.9% in 2012. ◆ Volatile
Share of male students in post-secondary non-tertiary education in Slovenia, 1999–2012
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 Slovenia is 32.9%, measured in 2012.
That represents a change of up 3.6% on the previous year and up 15.2% over ten years.
Over the whole period, share of male students in post-secondary non-tertiary education in Slovenia peaked at 100.0% in 1999 and was at its lowest, 18.9%, in 2004.
That places Slovenia 86th out of 94 countries with data for 2012, putting it in the bottom quarter.
The series is highly variable year to year, so single readings are best treated with caution.
Share of male students in post-secondary non-tertiary education in Slovenia, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 100.0% | — |
| 2000 | 65.7% | -34.3% |
| 2001 | 49.8% | -24.2% |
| 2002 | 28.6% | -42.6% |
| 2003 | 24.0% | -16.1% |
| 2004 | 18.9% | -21.0% |
| 2005 | 21.0% | +10.9% |
| 2006 | 20.3% | -3.5% |
| 2007 | 20.4% | +0.7% |
| 2008 | 25.4% | +24.6% |
| 2009 | 26.2% | +2.9% |
| 2010 | 23.0% | -12.2% |
| 2011 | 31.8% | +38.4% |
| 2012 | 32.9% | +3.6% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 100.0% | 100.0% | 100.0% | 1 |
| 2000s | 30.0% | 18.9% | 65.7% | 10 |
| 2010s | 29.2% | 23.0% | 32.9% | 3 |
Countries ranked near Slovenia
More reference data data for Slovenia
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.1291 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.064 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.3634 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0228 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.3634 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.4328 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.2921 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.3244 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 1.78 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.124 (2050)
Frequently asked questions
- What is share of male students in post-secondary non-tertiary education in Slovenia?
- Share of male students in post-secondary non-tertiary education in Slovenia was 32.9% in 2012, 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 Slovenia?
- The highest recorded value was 100.0% in 1999.
- What is the lowest share of male students in post-secondary non-tertiary education recorded in Slovenia?
- The lowest recorded value was 18.9% in 2004.
- How does Slovenia rank for share of male students in post-secondary non-tertiary education?
- Slovenia ranks 86th out of 94 countries with data for 2012.
- Is share of male students in post-secondary non-tertiary education rising or falling in Slovenia?
- Over the last ten years it is up 15.2%. The long-run trend across the full record is volatile.
- Where does this Slovenia 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.