Share of male students in upper secondary education enrolled in in Middle East, North Africa, Afghanistan & Pakistan (excluding high income)

Middle East, North Africa, Afghanistan & Pakistan (excluding high income): Share of male students in upper secondary education enrolled in was 32.1% in 2018. ▼ Falling

Latest (2018)
32.1%
Change on year
up 1.4%
Rank
14th
of 45 groups
All-time high
33.4%
in 2004
All-time low
26.6%
in 2009
Years of data
21
1998–2018

Share of male students in upper secondary education enrolled in in Middle East, North Africa, Afghanistan & Pakistan (excluding high income), 1998–2018

01020301998200820181998: 30.9 %1999: 31 %2000: 31.4 %2001: 31.6 %2002: 32.8 %2003: 32.7 %2004: 33.4 %2005: 32 %2006: 30.5 %2007: 29.5 %2008: 27.9 %2009: 26.6 %2010: 27.2 %2011: 28.1 %2012: 28.2 %2013: 29.9 %2014: 28.5 %2015: 29.4 %2016: 30.7 %2017: 31.6 %2018: 32.1 %

Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.

Analysis

In 2018, share of male students in upper secondary education enrolled in in Middle East, North Africa, Afghanistan & Pakistan (excluding high income) stood at 32.1%.

That represents a change of up 1.4% on the previous year and up 14.9% over ten years.

Over the whole period, share of male students in upper secondary education enrolled in in Middle East, North Africa, Afghanistan & Pakistan (excluding high income) peaked at 33.4% in 2004 and was at its lowest, 26.6%, in 2009.

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 14th of 45 groups on this measure, in the middle of the range.

The long-run direction has been consistently falling across the 21 years of available data.

Share of male students in upper secondary education enrolled in in Middle East, North Africa, Afghanistan & Pakistan (excluding high income), year by year

Annual values for Share of male students in upper secondary education enrolled in vocational programmes (%) in Middle East, North Africa, Afghanistan & Pakistan (excluding high income), 1998 to 2018.
Year % Change
1998 30.9%
1999 31.0% +0.3%
2000 31.4% +1.3%
2001 31.6% +0.6%
2002 32.8% +3.6%
2003 32.7% -0.1%
2004 33.4% +2.1%
2005 32.0% -4.2%
2006 30.5% -4.8%
2007 29.5% -3.2%
2008 27.9% -5.4%
2009 26.6% -4.7%
2010 27.2% +2.1%
2011 28.1% +3.4%
2012 28.2% +0.6%
2013 29.9% +6.0%
2014 28.5% -4.7%
2015 29.4% +3.0%
2016 30.7% +4.4%
2017 31.6% +3.0%
2018 32.1% +1.4%

Averages by decade

DecadeAverage LowestHighest Years
1990s 31.0% 30.9% 31.0% 2
2000s 30.8% 26.6% 33.4% 10
2010s 29.5% 27.2% 32.1% 9

Countries ranked near Middle East, North Africa, Afghanistan & Pakistan (excluding high income)

  1. 11 Honduras 74.5% compare
  2. 12 Austria 73.0% compare
  3. 13 Montenegro 72.1% compare
  4. 14 Switzerland 70.6% compare
  5. 15 Liechtenstein 70.5% compare
  6. 16 Netherlands 69.3% compare
  7. 17 Italy 66.7% compare

See the full ranking of 200 places →

More reference data data for Middle East, North Africa, Afghanistan & Pakistan (excluding high income)

All data for Middle East, North Africa, Afghanistan & Pakistan (excluding high income) →

Frequently asked questions

What is share of male students in upper secondary education enrolled in in Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
Share of male students in upper secondary education enrolled in in Middle East, North Africa, Afghanistan & Pakistan (excluding high income) was 32.1% 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 Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
The highest recorded value was 33.4% in 2004.
What is the lowest share of male students in upper secondary education enrolled in recorded in Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
The lowest recorded value was 26.6% in 2009.
How does Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank for share of male students in upper secondary education enrolled in?
Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 14th out of 45 groups with data for 2018.
Is share of male students in upper secondary education enrolled in rising or falling in Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
Over the last ten years it is up 14.9%. The long-run trend across the full record is falling.
Where does this Middle East, North Africa, Afghanistan & Pakistan (excluding high income) 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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Share of male students in upper secondary education enrolled in in Middle East, North Africa, Afghanistan & Pakistan (excluding high income). Statizoid, drawing on UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Retrieved 16 September 2026, from https://reference.statizoid.com/stat/share-of-male-students-in-upper-secondary-education-enrolled-in-vocational-programmes/middle-east-north-africa-afghanistan-and-pakistan-excluding-high-income/

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About this data

Indicator
Share of male students in upper secondary education enrolled in vocational programmes (%)
Unit
%
Source
UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
200 places, 3,314 data points, 1997–2019
Last refreshed

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.