Share of all students in upper secondary education enrolled in in Benin
Benin: Share of all students in upper secondary education enrolled in was 9.5% in 2016. ◆ Volatile
Share of all students in upper secondary education enrolled in in Benin, 2000–2016
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
In 2016, share of all students in upper secondary education enrolled in in Benin stood at 9.5%.
That represents a change of up 22.7% on the previous year and down 77.8% over ten years.
Over the whole period, share of all students in upper secondary education enrolled in in Benin peaked at 42.6% in 2005 and was at its lowest, 7.7%, in 2015.
Benin ranks 112th of 158 countries on this measure, in the middle of the range.
The series is highly variable year to year, so single readings are best treated with caution.
Share of all students in upper secondary education enrolled in in Benin, year by year
| Year | % | Change |
|---|---|---|
| 2000 | 26.9% | — |
| 2001 | 28.2% | +4.7% |
| 2002 | 27.3% | -3.1% |
| 2003 | 30.4% | +11.2% |
| 2004 | 30.8% | +1.3% |
| 2005 | 42.6% | +38.4% |
| 2011 | 11.3% | -73.5% |
| 2013 | 8.4% | -25.6% |
| 2014 | 8.6% | +2.3% |
| 2015 | 7.7% | -10.1% |
| 2016 | 9.5% | +22.7% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 31.0% | 26.9% | 42.6% | 6 |
| 2010s | 9.1% | 7.7% | 11.3% | 5 |
Countries ranked near Benin
More education data for Benin
- Enrolment in tertiary education, all programmes, both sexes (number) 6.82 % change on previous year (2022)
- Teachers in primary education, female (number), gaps filled 17,708 (2022)
- Teachers in primary education, male (number), gaps filled 42,034 (2022)
- Enrolment in tertiary education, all programmes, female (number) 46,977 (2022)
- Enrolment in tertiary education, all programmes, female (number) 10.35 % change on previous year (2022)
- Enrolment in tertiary education, all programmes, male (number), gaps 81,696 (2022)
- Enrolment in tertiary education, all programmes, male (number) 4.89 % change on previous year (2022)
- 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 share of all students in upper secondary education enrolled in in Benin?
- Share of all students in upper secondary education enrolled in in Benin was 9.5% in 2016, according to UNESCO Institute for Statistics.
- What is the highest share of all students in upper secondary education enrolled in recorded in Benin?
- The highest recorded value was 42.6% in 2005.
- What is the lowest share of all students in upper secondary education enrolled in recorded in Benin?
- The lowest recorded value was 7.7% in 2015.
- How does Benin rank for share of all students in upper secondary education enrolled in?
- Benin ranks 112th out of 158 countries with data for 2016.
- Is share of all students in upper secondary education enrolled in rising or falling in Benin?
- Over the last ten years it is down 77.8%. The long-run trend across the full record is volatile.
- Where does this Benin data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Share of all 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 students enrolled in vocational programmes at the upper secondary education level, expressed as a percentage of the total number of 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.