Share of male students in upper secondary education enrolled in in Guyana
Guyana: Share of male students in upper secondary education enrolled in was 15.5% in 2012. ▲ Rising
Share of male students in upper secondary education enrolled in in Guyana, 1999–2012
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
The most recent figure for share of male students in upper secondary education enrolled in in Guyana is 15.5%, measured in 2012.
That represents a change of up 1.8% on the previous year and up 118.2% over ten years.
Over the whole period, share of male students in upper secondary education enrolled in in Guyana peaked at 29.3% in 2007 and was at its lowest, 6.4%, in 2008.
Guyana ranks 95th of 155 countries on this measure, in the middle of the range.
The long-run direction has been consistently rising across the 10 years of available data.
Share of male students in upper secondary education enrolled in in Guyana, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 9.8% | — |
| 2000 | 27.6% | +182.0% |
| 2001 | 7.1% | -74.4% |
| 2005 | 21.9% | +209.9% |
| 2007 | 29.3% | +33.3% |
| 2008 | 6.4% | -78.0% |
| 2009 | 12.3% | +91.7% |
| 2010 | 22.9% | +85.4% |
| 2011 | 15.2% | -33.7% |
| 2012 | 15.5% | +1.8% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 9.8% | 9.8% | 9.8% | 1 |
| 2000s | 17.5% | 6.4% | 29.3% | 6 |
| 2010s | 17.8% | 15.2% | 22.9% | 3 |
Countries ranked near Guyana
- 92 Belize 16.5% compare
- 93 Venezuela, Bolivarian Republic of 16.3% compare
- 94 Dominican Republic 16.1% compare
- 96 Togo 15.4% compare
- 97 Sao Tome and Principe 15.0% compare
- 98 Jordan 14.9% compare
More reference data data for Guyana
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.0396 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.0791 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.2193 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0297 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.2193 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.1326 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.0457 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.4179 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 1.05 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.1619 (2050)
Frequently asked questions
- What is share of male students in upper secondary education enrolled in in Guyana?
- Share of male students in upper secondary education enrolled in in Guyana was 15.5% in 2012, 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 Guyana?
- The highest recorded value was 29.3% in 2007.
- What is the lowest share of male students in upper secondary education enrolled in recorded in Guyana?
- The lowest recorded value was 6.4% in 2008.
- How does Guyana rank for share of male students in upper secondary education enrolled in?
- Guyana ranks 95th out of 155 countries with data for 2012.
- Is share of male students in upper secondary education enrolled in rising or falling in Guyana?
- Over the last ten years it is up 118.2%. The long-run trend across the full record is rising.
- Where does this Guyana 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.