Share of male students in upper secondary education enrolled in in Central African Republic
Central African Republic: Share of male students in upper secondary education enrolled in was 5.1% in 2017. ◆ Volatile
Share of male students in upper secondary education enrolled in in Central African Republic, 2001–2017
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
In 2017, share of male students in upper secondary education enrolled in in Central African Republic stood at 5.1%. That is the lowest value across all 7 years on record.
The figure is down 51.2% on the previous year and down 38.9% over ten years.
Over the whole period, share of male students in upper secondary education enrolled in in Central African Republic peaked at 29.7% in 2002 and was at its lowest, 5.1%, in 2017.
Central African Republic ranks 126th of 155 countries on this measure, in the bottom quarter.
Share of male students in upper secondary education enrolled in in Central African Republic, year by year
| Year | % | Change |
|---|---|---|
| 2001 | 29.7% | — |
| 2002 | 29.7% | +0.0% |
| 2009 | 8.3% | -71.9% |
| 2011 | 11.4% | +36.7% |
| 2012 | 8.5% | -25.2% |
| 2016 | 10.5% | +22.4% |
| 2017 | 5.1% | -51.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 22.6% | 8.3% | 29.7% | 3 |
| 2010s | 8.9% | 5.1% | 11.4% | 4 |
Countries ranked near Central African Republic
More reference data data for Central African Republic
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.1959 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 3.03 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 3.26 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0271 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 3.26 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.6569 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.7203 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 15.38 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 16.95 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.1476 (2050)
Frequently asked questions
- What is share of male students in upper secondary education enrolled in in Central African Republic?
- Share of male students in upper secondary education enrolled in in Central African Republic was 5.1% 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 upper secondary education enrolled in recorded in Central African Republic?
- The highest recorded value was 29.7% in 2002.
- What is the lowest share of male students in upper secondary education enrolled in recorded in Central African Republic?
- The lowest recorded value was 5.1% in 2017.
- How does Central African Republic rank for share of male students in upper secondary education enrolled in?
- Central African Republic ranks 126th out of 155 countries with data for 2017.
- Is share of male students in upper secondary education enrolled in rising or falling in Central African Republic?
- Over the last ten years it is down 38.9%. The long-run trend across the full record is volatile.
- Where does this Central African Republic 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.