Share of all students in lower secondary education enrolled in in South Asia (IDA & IBRD)
South Asia (IDA & IBRD): Share of all students in lower secondary education enrolled in was 0.0% in 2019. ◆ Volatile
Share of all students in lower secondary education enrolled in in South Asia (IDA & IBRD), 1998–2019
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
The most recent figure for share of all students in lower secondary education enrolled in in South Asia (IDA & IBRD) is 0.0%, measured in 2019.
Compared with earlier readings it is down 44.2% on the previous year.
Over the whole period, share of all students in lower secondary education enrolled in in South Asia (IDA & IBRD) peaked at 0.0% in 2018 and was at its lowest, 0.0%, in 1998.
South Asia (IDA & IBRD) ranks 43rd of 45 groups on this measure, in the bottom quarter.
The series is highly variable year to year, so single readings are best treated with caution.
Share of all students in lower secondary education enrolled in in South Asia (IDA & IBRD), year by year
| Year | % | Change |
|---|---|---|
| 1998 | 0.0% | — |
| 1999 | 0.0% | — |
| 2000 | 0.0% | — |
| 2001 | 0.0% | — |
| 2002 | 0.0% | — |
| 2003 | 0.0% | — |
| 2004 | 0.0% | — |
| 2005 | 0.0% | — |
| 2006 | 0.0% | — |
| 2007 | 0.0% | — |
| 2008 | 0.0% | — |
| 2009 | 0.0% | — |
| 2010 | 0.0% | — |
| 2011 | 0.0% | — |
| 2012 | 0.0% | — |
| 2013 | 0.0% | — |
| 2014 | 0.0% | — |
| 2015 | 0.0% | — |
| 2016 | 0.0% | — |
| 2017 | 0.0% | — |
| 2018 | 0.0% | — |
| 2019 | 0.0% | -44.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 0.0% | 0.0% | 0.0% | 2 |
| 2000s | 0.0% | 0.0% | 0.0% | 10 |
| 2010s | 0.0% | 0.0% | 0.0% | 10 |
Countries ranked near South Asia (IDA & IBRD)
More education data for South Asia (IDA & IBRD)
- Primary education, pupils, per unit of GDP 0 units per US$ of GDP (2024)
- Secondary education, pupils, gaps filled 152.88 million (2024)
- Primary education, teachers, gaps filled 5.84 million (2024)
- Secondary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Primary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Population ages 15-64 68.1% (2025)
- Primary education, pupils, per capita 0.0959 units per person (2024)
- Primary education, pupils, gaps filled 160.82 million (2024)
- Primary education, pupils, annual growth rate 4.5 % change on previous year (2024)
- Population ages 0-14 24.6% (2025)
Frequently asked questions
- What is share of all students in lower secondary education enrolled in in South Asia (IDA & IBRD)?
- Share of all students in lower secondary education enrolled in in South Asia (IDA & IBRD) was 0.0% in 2019, according to UNESCO Institute for Statistics.
- What is the highest share of all students in lower secondary education enrolled in recorded in South Asia (IDA & IBRD)?
- The highest recorded value was 0.0% in 2018.
- What is the lowest share of all students in lower secondary education enrolled in recorded in South Asia (IDA & IBRD)?
- The lowest recorded value was 0.0% in 1998.
- How does South Asia (IDA & IBRD) rank for share of all students in lower secondary education enrolled in?
- South Asia (IDA & IBRD) ranks 43rd out of 45 groups with data for 2019.
- Where does this South Asia (IDA & IBRD) data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Share of all students in lower secondary education enrolled in vocational programmes (%). Statizoid updates them automatically from the source API.
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About this data
Total number of students enrolled in vocational programmes at the lower secondary education level, expressed as a percentage of the total number of students enrolled in all programmes (vocational and general) at the lower 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.