Share of male students in upper secondary education enrolled in in Angola
Angola: Share of male students in upper secondary education enrolled in was 56.2% in 2016. ▼ Falling
Share of male students in upper secondary education enrolled in in Angola, 1998–2016
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
Angola recorded 56.2% for share of male students in upper secondary education enrolled in in 2016. That is the lowest value across all 12 years on record.
The figure is down 28.8% over ten years.
Over the whole period, share of male students in upper secondary education enrolled in in Angola peaked at 87.7% in 1998 and was at its lowest, 56.2%, in 2016.
That places Angola 27th out of 155 countries with data for 2016, putting it in the top quarter.
The long-run direction has been consistently falling across the 12 years of available data.
Share of male students in upper secondary education enrolled in in Angola, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 87.7% | — |
| 1999 | 83.2% | -5.2% |
| 2000 | 80.1% | -3.7% |
| 2001 | 81.0% | +1.1% |
| 2002 | 82.5% | +1.9% |
| 2006 | 79.0% | -4.3% |
| 2007 | 78.5% | -0.6% |
| 2008 | 73.4% | -6.5% |
| 2009 | 73.7% | +0.4% |
| 2010 | 75.0% | +1.7% |
| 2011 | 75.6% | +0.8% |
| 2016 | 56.2% | -25.6% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 85.5% | 83.2% | 87.7% | 2 |
| 2000s | 78.3% | 73.4% | 82.5% | 7 |
| 2010s | 68.9% | 56.2% | 75.6% | 3 |
Countries ranked near Angola
More reference data data for Angola
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.4536 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 2.99 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 3.82 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.163 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 3.82 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 1.52 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 1.82 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 15.22 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 20.43 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.8877 (2050)
Frequently asked questions
- What is share of male students in upper secondary education enrolled in in Angola?
- Share of male students in upper secondary education enrolled in in Angola was 56.2% in 2016, according to UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.
- What is the highest share of male students in upper secondary education enrolled in recorded in Angola?
- The highest recorded value was 87.7% in 1998.
- What is the lowest share of male students in upper secondary education enrolled in recorded in Angola?
- The lowest recorded value was 56.2% in 2016.
- How does Angola rank for share of male students in upper secondary education enrolled in?
- Angola ranks 27th out of 155 countries with data for 2016.
- Is share of male students in upper secondary education enrolled in rising or falling in Angola?
- Over the last ten years it is down 28.8%. The long-run trend across the full record is falling.
- Where does this Angola 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 upper secondary 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 upper secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the upper secondary 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.