Share of male students in upper secondary education enrolled in in Congo, Democratic Republic of the
Congo, Democratic Republic of the: Share of male students in upper secondary education enrolled in was 34.4% in 2015. ▬ Flat
Share of male students in upper secondary education enrolled in in Congo, Democratic Republic of the, 2008–2015
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
In 2015, share of male students in upper secondary education enrolled in in Congo, Democratic Republic of the stood at 34.4%. That is the highest value across all 7 years on record.
The figure is up 4.2% on the previous year and up 0.6% over ten years.
That places Congo, Democratic Republic of the 58th out of 155 countries with data for 2015, putting it in the middle of the range.
Share of male students in upper secondary education enrolled in in Congo, Democratic Republic of the, year by year
| Year | % | Change |
|---|---|---|
| 2008 | 34.2% | — |
| 2009 | 31.1% | -9.1% |
| 2010 | 33.9% | +8.9% |
| 2012 | 31.0% | -8.5% |
| 2013 | 32.2% | +3.8% |
| 2014 | 33.0% | +2.7% |
| 2015 | 34.4% | +4.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 32.7% | 31.1% | 34.2% | 2 |
| 2010s | 32.9% | 31.0% | 34.4% | 5 |
Countries ranked near Congo, Democratic Republic of the
More reference data data for Congo, Democratic Republic of the
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.3528 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 1.56 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 2.31 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.335 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 2.31 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 1.18 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 1.44 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 6.66 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 11.56 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 1.82 (2050)
Frequently asked questions
- What is share of male students in upper secondary education enrolled in in Congo, Democratic Republic of the?
- Share of male students in upper secondary education enrolled in in Congo, Democratic Republic of the was 34.4% in 2015, 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 Congo, Democratic Republic of the?
- The highest recorded value was 34.4% in 2015.
- What is the lowest share of male students in upper secondary education enrolled in recorded in Congo, Democratic Republic of the?
- The lowest recorded value was 31.0% in 2012.
- How does Congo, Democratic Republic of the rank for share of male students in upper secondary education enrolled in?
- Congo, Democratic Republic of the ranks 58th out of 155 countries with data for 2015.
- Is share of male students in upper secondary education enrolled in rising or falling in Congo, Democratic Republic of the?
- Over the last ten years it is up 0.6%. The long-run trend across the full record is flat.
- Where does this Congo, Democratic Republic of the 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.
Download this data
CSV · JSON — 7 observations, free to reuse under CC BY 4.0 (World Bank Open Data).
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.