Share of male students in upper secondary education enrolled in in Kazakhstan
Kazakhstan: Share of male students in upper secondary education enrolled in was 46.7% in 2019. ▲ Rising
Share of male students in upper secondary education enrolled in in Kazakhstan, 1998–2019
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 Kazakhstan is 46.7%, measured in 2019. That is the highest value across all 14 years on record.
That represents a change of up 3.0% on the previous year and up 13.9% over ten years.
Over the whole period, share of male students in upper secondary education enrolled in in Kazakhstan peaked at 46.7% in 2019 and was at its lowest, 14.7%, in 2000.
Kazakhstan ranks 37th of 155 countries on this measure, in the top quarter.
The long-run direction has been consistently rising across the 14 years of available data.
Share of male students in upper secondary education enrolled in in Kazakhstan, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 26.2% | — |
| 1999 | 22.0% | -16.2% |
| 2000 | 14.7% | -33.1% |
| 2006 | 35.8% | +143.9% |
| 2010 | 41.0% | +14.5% |
| 2011 | 37.8% | -7.9% |
| 2012 | 37.6% | -0.6% |
| 2013 | 36.7% | -2.4% |
| 2014 | 41.0% | +11.9% |
| 2015 | 42.8% | +4.4% |
| 2016 | 42.5% | -0.7% |
| 2017 | 44.6% | +4.8% |
| 2018 | 45.4% | +1.8% |
| 2019 | 46.7% | +3.0% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 24.1% | 22.0% | 26.2% | 2 |
| 2000s | 25.3% | 14.7% | 35.8% | 2 |
| 2010s | 41.6% | 36.7% | 46.7% | 10 |
Countries ranked near Kazakhstan
More reference data data for Kazakhstan
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 1.3 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 2.52 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 4.95 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.8607 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 4.95 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 4.36 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 4.63 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 10.75 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 25.76 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 4.69 (2050)
Frequently asked questions
- What is share of male students in upper secondary education enrolled in in Kazakhstan?
- Share of male students in upper secondary education enrolled in in Kazakhstan was 46.7% in 2019, 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 Kazakhstan?
- The highest recorded value was 46.7% in 2019.
- What is the lowest share of male students in upper secondary education enrolled in recorded in Kazakhstan?
- The lowest recorded value was 14.7% in 2000.
- How does Kazakhstan rank for share of male students in upper secondary education enrolled in?
- Kazakhstan ranks 37th out of 155 countries with data for 2019.
- Is share of male students in upper secondary education enrolled in rising or falling in Kazakhstan?
- Over the last ten years it is up 13.9%. The long-run trend across the full record is rising.
- Where does this Kazakhstan 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.