Share of all students in lower secondary education … vocational in Tanzania
Tanzania: Share of all students in lower secondary education … vocational was 0.3% in 2019. ◆ Volatile
Share of all students in lower secondary education enrolled in in Tanzania, 2009–2019
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
The most recent figure for share of all students in lower secondary education enrolled in in Tanzania is 0.3%, measured in 2019.
The figure is up 16.3% on the previous year and down 94.0% over ten years.
Over the whole period, share of all students in lower secondary education enrolled in in Tanzania peaked at 6.1% in 2010 and was at its lowest, 0.3%, in 2018.
Tanzania ranks 66th of 83 countries on this measure, in the bottom quarter.
Share of all students in lower secondary education … vocational in Tanzania, year by year
| Year | % | Change |
|---|---|---|
| 2009 | 4.9% | — |
| 2010 | 6.1% | +23.8% |
| 2016 | 0.3% | -94.5% |
| 2017 | 0.3% | -7.7% |
| 2018 | 0.3% | -19.1% |
| 2019 | 0.3% | +16.3% |
Tanzania compared with similar countries
- Tanzania's 0.3% is below the median for lower middle income countries, which is 1.5%, 19% of the median. (21 countries reporting)
- Tanzania's 0.3% is below the median for Sub-Saharan Africa, which is 1.3%, 22% of the median. (22 countries reporting)
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 4.9% | 4.9% | 4.9% | 1 |
| 2010s | 1.5% | 0.3% | 6.1% | 5 |
Countries ranked near Tanzania
More education data for Tanzania
- Gender gap education levels, gaps filled 86.51 (2024)
- Primary enrollment selected countries, gaps filled 83.63 (2024)
- Teachers in secondary education, both sexes (number), gaps filled 106,006 (2020)
- Repeaters in primary education, all grades, both sexes (number), gaps 331,605 (2024)
- Enrolment in pre-primary education, male (number), gaps filled 851,911 (2024)
- Enrolment in pre-primary education, female (number), gaps filled 824,648 (2024)
- Secondary education, pupils, gaps filled 2.83 million (2021)
- Primary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Primary education, pupils, gaps filled 11.39 million (2024)
- Primary education, pupils, annual growth rate -0.3307 % change on previous year (2024)
Frequently asked questions
- What is share of all students in lower secondary education enrolled in in Tanzania?
- Share of all students in lower secondary education enrolled in in Tanzania was 0.3% in 2019, according to UNESCO Institute for Statistics.
- What is the highest share of all students in lower secondary education enrolled in recorded in Tanzania?
- The highest recorded value was 6.1% in 2010.
- What is the lowest share of all students in lower secondary education enrolled in recorded in Tanzania?
- The lowest recorded value was 0.3% in 2018.
- How does Tanzania rank for share of all students in lower secondary education enrolled in?
- Tanzania ranks 66th out of 83 countries with data for 2019.
- Is share of all students in lower secondary education enrolled in rising or falling in Tanzania?
- Over the last ten years it is down 94.0%. The long-run trend across the full record is volatile.
- Where does this Tanzania 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.