Share of male students in upper secondary education enrolled in in Slovenia
Slovenia: Share of male students in upper secondary education enrolled in was 77.2% in 2017. ▼ Falling
Share of male students in upper secondary education enrolled in in Slovenia, 1998–2017
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 Slovenia stood at 77.2%.
The figure is up 1.1% on the previous year and up 14.0% over ten years.
Over the whole period, share of male students in upper secondary education enrolled in in Slovenia peaked at 80.3% in 1998 and was at its lowest, 67.4%, in 2009.
Slovenia ranks 7th of 155 countries on this measure, in the top 10%.
The long-run direction has been consistently falling across the 20 years of available data.
Share of male students in upper secondary education enrolled in in Slovenia, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 80.3% | — |
| 1999 | 79.4% | -1.1% |
| 2000 | 77.4% | -2.5% |
| 2001 | 77.0% | -0.5% |
| 2002 | 75.8% | -1.6% |
| 2003 | 75.4% | -0.4% |
| 2004 | 69.9% | -7.4% |
| 2005 | 69.2% | -1.0% |
| 2006 | 68.4% | -1.1% |
| 2007 | 67.7% | -1.1% |
| 2008 | 67.6% | -0.0% |
| 2009 | 67.4% | -0.4% |
| 2010 | 67.9% | +0.7% |
| 2011 | 68.2% | +0.5% |
| 2012 | 68.5% | +0.4% |
| 2013 | 72.7% | +6.2% |
| 2014 | 73.5% | +1.0% |
| 2015 | 74.0% | +0.8% |
| 2016 | 76.3% | +3.1% |
| 2017 | 77.2% | +1.1% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 79.8% | 79.4% | 80.3% | 2 |
| 2000s | 71.6% | 67.4% | 77.4% | 10 |
| 2010s | 72.3% | 67.9% | 77.2% | 8 |
Countries ranked near Slovenia
More reference data data for Slovenia
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 0.1291 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 0.064 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 0.3634 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.0228 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 0.3634 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 0.4328 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 0.2921 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 0.3244 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 1.78 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 0.124 (2050)
Frequently asked questions
- What is share of male students in upper secondary education enrolled in in Slovenia?
- Share of male students in upper secondary education enrolled in in Slovenia was 77.2% 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 Slovenia?
- The highest recorded value was 80.3% in 1998.
- What is the lowest share of male students in upper secondary education enrolled in recorded in Slovenia?
- The lowest recorded value was 67.4% in 2009.
- How does Slovenia rank for share of male students in upper secondary education enrolled in?
- Slovenia ranks 7th out of 155 countries with data for 2017.
- Is share of male students in upper secondary education enrolled in rising or falling in Slovenia?
- Over the last ten years it is up 14.0%. The long-run trend across the full record is falling.
- Where does this Slovenia 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.