Share of male students in upper secondary education enrolled in in Pakistan
Pakistan: Share of male students in upper secondary education enrolled in was 8.8% in 2018. ▼ Falling
Share of male students in upper secondary education enrolled in in Pakistan, 2006–2018
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
Pakistan recorded 8.8% for share of male students in upper secondary education enrolled in in 2018.
Compared with earlier readings it is up 21.7% on the previous year and down 10.2% over ten years.
Over the whole period, share of male students in upper secondary education enrolled in in Pakistan peaked at 10.1% in 2009 and was at its lowest, 6.4%, in 2016.
Pakistan ranks 118th of 155 countries on this measure, in the bottom quarter.
The long-run direction has been consistently falling across the 13 years of available data.
Share of male students in upper secondary education enrolled in in Pakistan, year by year
| Year | % | Change |
|---|---|---|
| 2006 | 8.9% | — |
| 2007 | 10.0% | +13.2% |
| 2008 | 9.8% | -2.8% |
| 2009 | 10.1% | +3.6% |
| 2010 | 9.2% | -8.9% |
| 2011 | 8.7% | -5.5% |
| 2012 | 7.8% | -10.4% |
| 2013 | 7.3% | -6.8% |
| 2014 | 7.2% | -1.2% |
| 2015 | 6.7% | -6.7% |
| 2016 | 6.4% | -4.6% |
| 2017 | 7.2% | +12.6% |
| 2018 | 8.8% | +21.7% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 9.7% | 8.9% | 10.1% | 4 |
| 2010s | 7.7% | 6.4% | 9.2% | 9 |
Countries ranked near Pakistan
More reference data data for Pakistan
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 6.05 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 20.96 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 61.26 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 1.98 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 61.26 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 20.3 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 5.75 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 91.27 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 260 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 10.79 (2050)
Frequently asked questions
- What is share of male students in upper secondary education enrolled in in Pakistan?
- Share of male students in upper secondary education enrolled in in Pakistan was 8.8% 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 Pakistan?
- The highest recorded value was 10.1% in 2009.
- What is the lowest share of male students in upper secondary education enrolled in recorded in Pakistan?
- The lowest recorded value was 6.4% in 2016.
- How does Pakistan rank for share of male students in upper secondary education enrolled in?
- Pakistan ranks 118th out of 155 countries with data for 2018.
- Is share of male students in upper secondary education enrolled in rising or falling in Pakistan?
- Over the last ten years it is down 10.2%. The long-run trend across the full record is falling.
- Where does this Pakistan 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.