Share of all students in lower secondary education enrolled in in Tanzania, United Republic of
Tanzania, United Republic of: Share of all students in lower secondary education enrolled in was 0.3% in 2019. ◆ Volatile
Share of all students in lower secondary education enrolled in in Tanzania, United Republic of, 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, United Republic of 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, United Republic of peaked at 6.1% in 2010 and was at its lowest, 0.3%, in 2018.
Tanzania, United Republic of ranks 66th of 83 countries on this measure, in the bottom quarter.
Share of all students in lower secondary education enrolled in in Tanzania, United Republic of, 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% |
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, United Republic of
More education data for Tanzania, United Republic of
- Primary education, pupils, gaps filled 11.39 million (2024)
- Primary education, pupils, annual growth rate -0.3307 % change on previous year (2024)
- Primary education, pupils, per unit of GDP 0.0001 units per US$ of GDP (2024)
- Primary education, pupils, per capita 0.1661 units per person (2024)
- Secondary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Enrolment in primary education, both sexes (number), gaps filled 11.39 million (2024)
- Enrolment in primary education, both sexes (number), annual growth -0.3307 % change on previous year (2024)
- Enrolment in primary education, both sexes (number), per unit of GDP 0.0001 units per US$ of GDP (2024)
- Enrolment in primary education, both sexes (number), per capita 0.1661 units per person (2024)
- Enrolment in primary education, female (number), gaps filled 5.81 million (2024)
Frequently asked questions
- What is share of all students in lower secondary education enrolled in in Tanzania, United Republic of?
- Share of all students in lower secondary education enrolled in in Tanzania, United Republic of 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, United Republic of?
- 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, United Republic of?
- The lowest recorded value was 0.3% in 2018.
- How does Tanzania, United Republic of rank for share of all students in lower secondary education enrolled in?
- Tanzania, United Republic of 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, United Republic of?
- Over the last ten years it is down 94.0%. The long-run trend across the full record is volatile.
- Where does this Tanzania, United Republic of 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.