Share of male students in upper secondary education enrolled in in Iran
Iran: Share of male students in upper secondary education enrolled in was 37.9% in 2017. ▲ Rising
Share of male students in upper secondary education enrolled in in Iran, 1999–2017
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 Iran stood at 37.9%. That is the highest value across all 18 years on record.
The figure is up 0.2% on the previous year and up 45.1% over ten years.
Over the whole period, share of male students in upper secondary education enrolled in in Iran peaked at 37.9% in 2017 and was at its lowest, 16.6%, in 1999.
That places Iran 49th out of 155 countries with data for 2017, putting it in the middle of the range.
The long-run direction has been consistently rising across the 18 years of available data.
Share of male students in upper secondary education enrolled in in Iran, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 16.6% | — |
| 2000 | 17.3% | +4.2% |
| 2001 | 17.8% | +2.4% |
| 2002 | 18.6% | +4.7% |
| 2003 | 21.0% | +12.8% |
| 2004 | 22.9% | +9.0% |
| 2005 | 23.3% | +1.9% |
| 2006 | 23.9% | +2.7% |
| 2007 | 26.1% | +9.1% |
| 2008 | 24.0% | -7.9% |
| 2009 | 23.7% | -1.6% |
| 2010 | 24.7% | +4.3% |
| 2011 | 25.6% | +3.7% |
| 2012 | 26.2% | +2.5% |
| 2013 | 30.6% | +16.5% |
| 2014 | 29.9% | -2.0% |
| 2016 | 37.8% | +26.3% |
| 2017 | 37.9% | +0.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 16.6% | 16.6% | 16.6% | 1 |
| 2000s | 21.9% | 17.3% | 26.1% | 10 |
| 2010s | 30.4% | 24.7% | 37.9% | 7 |
Countries ranked near Iran
More reference data data for Iran
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 3.47 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 12.01 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 26.62 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 1.34 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 26.62 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 11.62 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 3.84 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 46.54 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 109.46 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 7.3 (2050)
Frequently asked questions
- What is share of male students in upper secondary education enrolled in in Iran?
- Share of male students in upper secondary education enrolled in in Iran was 37.9% 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 Iran?
- The highest recorded value was 37.9% in 2017.
- What is the lowest share of male students in upper secondary education enrolled in recorded in Iran?
- The lowest recorded value was 16.6% in 1999.
- How does Iran rank for share of male students in upper secondary education enrolled in?
- Iran ranks 49th out of 155 countries with data for 2017.
- Is share of male students in upper secondary education enrolled in rising or falling in Iran?
- Over the last ten years it is up 45.1%. The long-run trend across the full record is rising.
- Where does this Iran 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.