Share of male students in upper secondary education enrolled in in Uzbekistan
Uzbekistan: Share of male students in upper secondary education enrolled in was 92.4% in 2017. ▲ Rising
Share of male students in upper secondary education enrolled in in Uzbekistan, 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 Uzbekistan stood at 92.4%. That is the highest value across all 12 years on record.
Compared with earlier readings it is up 44.2% over ten years.
Over the whole period, share of male students in upper secondary education enrolled in in Uzbekistan peaked at 92.4% in 2017 and was at its lowest, 38.7%, in 1999.
Uzbekistan ranks 2nd of 155 countries on this measure, in the top 10%.
The long-run direction has been consistently rising across the 12 years of available data.
Share of male students in upper secondary education enrolled in in Uzbekistan, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 38.7% | — |
| 2000 | 40.2% | +3.7% |
| 2003 | 46.1% | +14.7% |
| 2004 | 49.2% | +6.7% |
| 2005 | 58.0% | +18.0% |
| 2006 | 64.1% | +10.5% |
| 2012 | 91.7% | +43.1% |
| 2013 | 92.2% | +0.5% |
| 2014 | 92.3% | +0.2% |
| 2015 | 92.3% | +0.0% |
| 2016 | 92.4% | +0.1% |
| 2017 | 92.4% | +0.0% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 38.7% | 38.7% | 38.7% | 1 |
| 2000s | 51.5% | 40.2% | 64.1% | 5 |
| 2010s | 92.2% | 91.7% | 92.4% | 6 |
Countries ranked near Uzbekistan
- 1 Bolivia, Plurinational State of 100.0% compare
- 3 Bosnia and Herzegovina 82.4% compare
- 4 Guatemala 82.3% compare
- 5 Serbia 78.7% compare
More reference data data for Uzbekistan
- Emission Totals - Indirect emissions (N2O) - Manure applied to Soils 1.42 (2050)
- Emission Totals - Indirect emissions (N2O) - Manure left on Pasture 2.19 (2050)
- Emission Totals - Indirect emissions (N2O) - IPCC Agriculture 8.86 (2050)
- Emission Totals - Indirect emissions (N2O) - Crop Residues 0.2736 (2050)
- Emission Totals - Indirect emissions (N2O) - Agricultural Soils 8.86 (2050)
- Emission Totals - Emissions (N2O) - Manure applied to Soils 4.78 (2050)
- Emission Totals - Emissions (N2O) - Manure Management 5.17 (2050)
- Emission Totals - Emissions (N2O) - Manure left on Pasture 10.02 (2050)
- Emission Totals - Emissions (N2O) - IPCC Agriculture 41.77 (2050)
- Emission Totals - Emissions (N2O) - Crop Residues 1.49 (2050)
Frequently asked questions
- What is share of male students in upper secondary education enrolled in in Uzbekistan?
- Share of male students in upper secondary education enrolled in in Uzbekistan was 92.4% 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 Uzbekistan?
- The highest recorded value was 92.4% in 2017.
- What is the lowest share of male students in upper secondary education enrolled in recorded in Uzbekistan?
- The lowest recorded value was 38.7% in 1999.
- How does Uzbekistan rank for share of male students in upper secondary education enrolled in?
- Uzbekistan ranks 2nd out of 155 countries with data for 2017.
- Is share of male students in upper secondary education enrolled in rising or falling in Uzbekistan?
- Over the last ten years it is up 44.2%. The long-run trend across the full record is rising.
- Where does this Uzbekistan 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.