School enrollment, secondary, male in Latvia
Latvia: School enrollment, secondary, male was 100.4% in 2024. ▲ Rising
School enrollment, secondary, male in Latvia, 2001–2024
Source: Data API, UN Educational, Scientific and Cultural Organization (UNESCO). Measured in % gross.
Analysis
The most recent figure for school enrollment, secondary, male in Latvia is 100.4%, measured in 2024.
That represents a change of down 1.3% on the previous year and down 12.8% over ten years.
Over the whole period, school enrollment, secondary, male in Latvia peaked at 116.5% in 2013 and was at its lowest, 92.2%, in 2001.
That places Latvia 58th out of 202 countries with data for 2024, putting it in the middle of the range.
The long-run direction has been consistently rising across the 24 years of available data.
School enrollment, secondary, male in Latvia, year by year
| Year | % gross | Change |
|---|---|---|
| 2001 | 92.2% | — |
| 2002 | 95.3% | +3.3% |
| 2003 | 97.0% | +1.8% |
| 2004 | 99.7% | +2.8% |
| 2005 | 103.0% | +3.2% |
| 2006 | 104.0% | +1.0% |
| 2007 | 102.9% | -1.1% |
| 2008 | 104.1% | +1.2% |
| 2009 | 99.1% | -4.8% |
| 2010 | 103.5% | +4.5% |
| 2011 | 107.1% | +3.5% |
| 2012 | 107.8% | +0.6% |
| 2013 | 116.5% | +8.1% |
| 2014 | 115.1% | -1.2% |
| 2015 | 113.5% | -1.4% |
| 2016 | 112.1% | -1.2% |
| 2017 | 111.3% | -0.8% |
| 2018 | 109.7% | -1.4% |
| 2019 | 107.6% | -1.9% |
| 2020 | 105.7% | -1.8% |
| 2021 | 105.1% | -0.6% |
| 2022 | 104.4% | -0.7% |
| 2023 | 101.8% | -2.5% |
| 2024 | 100.4% | -1.3% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 99.7% | 92.2% | 104.1% | 9 |
| 2010s | 110.4% | 103.5% | 116.5% | 10 |
| 2020s | 103.5% | 100.4% | 105.7% | 5 |
Countries ranked near Latvia
More education data for Latvia
- Enrolment in tertiary education, all programmes, both sexes (number) -1.79 % change on previous year (2024)
- Teachers in primary education, female (number), gaps filled 9,176 (2024)
- Teachers in primary education, male (number), gaps filled 790 (2024)
- Enrolment in tertiary education, all programmes, female (number) 43,211 (2024)
- Enrolment in tertiary education, all programmes, female (number) -0.5203 % change on previous year (2024)
- Enrolment in tertiary education, all programmes, male (number), gaps 30,806 (2024)
- Enrolment in tertiary education, all programmes, male (number) -3.52 % change on previous year (2024)
- Theoretical duration of primary education (years), annual growth rate 0 % change on previous year (2025)
- Theoretical duration of pre-primary education (years), annual growth 0 % change on previous year (2025)
- Start of the academic school year (pre-primary to post-secondary non) 0.0494 % change on previous year (2025)
Frequently asked questions
- What is school enrollment, secondary, male in Latvia?
- School enrollment, secondary, male in Latvia was 100.4% in 2024, according to Data API, UN Educational, Scientific and Cultural Organization (UNESCO).
- What is the highest school enrollment, secondary, male recorded in Latvia?
- The highest recorded value was 116.5% in 2013.
- What is the lowest school enrollment, secondary, male recorded in Latvia?
- The lowest recorded value was 92.2% in 2001.
- How does Latvia rank for school enrollment, secondary, male?
- Latvia ranks 58th out of 202 countries with data for 2024.
- Is school enrollment, secondary, male rising or falling in Latvia?
- Over the last ten years it is down 12.8%. The long-run trend across the full record is rising.
- Where does this Latvia data come from?
- The figures come from Data API, UN Educational, Scientific and Cultural Organization (UNESCO), published as part of School enrollment, secondary, male (% gross). Statizoid updates them automatically from the source API.
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About this data
Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Secondary education completes the provision of basic education that began at the primary level, and aims at laying the foundations for lifelong learning and human development, by offering more subject- or skill-oriented instruction using more specialized teachers.