Share of male students in upper secondary education enrolled in in Guatemala
Guatemala: Share of male students in upper secondary education enrolled in was 82.3% in 2018. ▼ Falling
Share of male students in upper secondary education enrolled in in Guatemala, 1999–2018
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
Guatemala recorded 82.3% for share of male students in upper secondary education enrolled in in 2018.
The figure is up 0.1% on the previous year and down 4.4% over ten years.
Over the whole period, share of male students in upper secondary education enrolled in in Guatemala peaked at 88.6% in 2004 and was at its lowest, 71.2%, in 2016.
That places Guatemala 4th out of 155 countries with data for 2018, putting it in the top 10%.
The long-run direction has been consistently falling across the 19 years of available data.
Share of male students in upper secondary education enrolled in in Guatemala, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 88.3% | — |
| 2000 | 88.0% | -0.4% |
| 2001 | 87.6% | -0.5% |
| 2002 | 87.5% | -0.1% |
| 2004 | 88.6% | +1.3% |
| 2005 | 88.0% | -0.7% |
| 2006 | 88.0% | -0.0% |
| 2007 | 85.7% | -2.6% |
| 2008 | 86.1% | +0.5% |
| 2009 | 85.2% | -1.1% |
| 2010 | 83.0% | -2.5% |
| 2011 | 81.6% | -1.7% |
| 2012 | 82.0% | +0.5% |
| 2013 | 79.7% | -2.8% |
| 2014 | 76.7% | -3.8% |
| 2015 | 71.7% | -6.5% |
| 2016 | 71.2% | -0.7% |
| 2017 | 82.2% | +15.5% |
| 2018 | 82.3% | +0.1% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 88.3% | 88.3% | 88.3% | 1 |
| 2000s | 87.2% | 85.2% | 88.6% | 9 |
| 2010s | 78.9% | 71.2% | 83.0% | 9 |
Countries ranked near Guatemala
More reference data data for Guatemala
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.9286 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 1.39 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 3.72 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.1246 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 3.72 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 3.11 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 1.9 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 7.68 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 18.61 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.6786 (2050)
Frequently asked questions
- What is share of male students in upper secondary education enrolled in in Guatemala?
- Share of male students in upper secondary education enrolled in in Guatemala was 82.3% 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 upper secondary education enrolled in recorded in Guatemala?
- The highest recorded value was 88.6% in 2004.
- What is the lowest share of male students in upper secondary education enrolled in recorded in Guatemala?
- The lowest recorded value was 71.2% in 2016.
- How does Guatemala rank for share of male students in upper secondary education enrolled in?
- Guatemala ranks 4th out of 155 countries with data for 2018.
- Is share of male students in upper secondary education enrolled in rising or falling in Guatemala?
- Over the last ten years it is down 4.4%. The long-run trend across the full record is falling.
- Where does this Guatemala 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.