Share of male students in post-secondary non-tertiary education in Tanzania, United Republic of
Tanzania, United Republic of: Share of male students in post-secondary non-tertiary education was 97.2% in 2018. ▲ Rising
Share of male students in post-secondary non-tertiary education in Tanzania, United Republic of, 2012–2018
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
Tanzania, United Republic of recorded 97.2% for share of male students in post-secondary non-tertiary education in 2018. That is the highest value across all 6 years on record.
The figure is up 67.7% on the previous year and up 67.7% over ten years.
Tanzania, United Republic of ranks 64th of 94 countries on this measure, in the middle of the range.
Share of male students in post-secondary non-tertiary education in Tanzania, United Republic of, year by year
| Year | % | Change |
|---|---|---|
| 2012 | 58.0% | — |
| 2013 | 56.2% | -3.0% |
| 2014 | 48.8% | -13.2% |
| 2015 | 35.8% | -26.7% |
| 2016 | 58.0% | +62.1% |
| 2018 | 97.2% | +67.7% |
Countries ranked near Tanzania, United Republic of
- 62 Iceland 99.2% compare
- 63 Bangladesh 99.0% compare
- 65 Belgium 95.6% compare
- 66 Jamaica 92.4% compare
- 67 Syrian Arab Republic 91.8%
More reference data data for Tanzania, United Republic of
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.6405 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 11.44 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 14.14 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.7582 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 14.14 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 2.15 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 1.26 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 59.37 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 72.45 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 4.13 (2050)
Frequently asked questions
- What is share of male students in post-secondary non-tertiary education in Tanzania, United Republic of?
- Share of male students in post-secondary non-tertiary education in Tanzania, United Republic of was 97.2% 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 Tanzania, United Republic of?
- The highest recorded value was 97.2% in 2018.
- What is the lowest share of male students in post-secondary non-tertiary education recorded in Tanzania, United Republic of?
- The lowest recorded value was 35.8% in 2015.
- How does Tanzania, United Republic of rank for share of male students in post-secondary non-tertiary education?
- Tanzania, United Republic of ranks 64th out of 94 countries with data for 2018.
- Is share of male students in post-secondary non-tertiary education rising or falling in Tanzania, United Republic of?
- Over the last ten years it is up 67.7%. The long-run trend across the full record is rising.
- Where does this Tanzania, United Republic of 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.