Share of all students in upper secondary education enrolled in in Congo, Democratic Republic of the
Congo, Democratic Republic of the: Share of all students in upper secondary education enrolled in was 33.1% in 2015. ▬ Flat
Share of all students in upper secondary education enrolled in in Congo, Democratic Republic of the, 2008–2015
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
The most recent figure for share of all students in upper secondary education enrolled in in Congo, Democratic Republic of the is 33.1%, measured in 2015.
The figure is up 3.7% on the previous year and down 2.8% over ten years.
Congo, Democratic Republic of the ranks 55th of 158 countries on this measure, in the middle of the range.
Share of all students in upper secondary education enrolled in in Congo, Democratic Republic of the, year by year
| Year | % | Change |
|---|---|---|
| 2008 | 34.1% | — |
| 2009 | 31.4% | -7.9% |
| 2010 | 33.4% | +6.6% |
| 2012 | 30.7% | -8.2% |
| 2013 | 31.5% | +2.5% |
| 2014 | 31.9% | +1.4% |
| 2015 | 33.1% | +3.7% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 2000s | 32.7% | 31.4% | 34.1% | 2 |
| 2010s | 32.1% | 30.7% | 33.4% | 5 |
Countries ranked near Congo, Democratic Republic of the
More education data for Congo, Democratic Republic of the
- Enrolment in tertiary education, all programmes, both sexes (number) -13.35 % change on previous year (2013)
- Teachers in primary education, female (number), gaps filled 181,566 (2023)
- Teachers in primary education, male (number), gaps filled 379,606 (2023)
- Enrolment in tertiary education, all programmes, female (number) 210,402 (2020)
- Enrolment in tertiary education, all programmes, female (number) -23.82 % change on previous year (2013)
- Enrolment in tertiary education, all programmes, male (number), gaps 354,019 (2020)
- Enrolment in tertiary education, all programmes, male (number) -7.61 % change on previous year (2013)
- 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 Congo, Democratic Republic of the?
- Share of all students in upper secondary education enrolled in in Congo, Democratic Republic of the was 33.1% in 2015, according to UNESCO Institute for Statistics.
- What is the highest share of all students in upper secondary education enrolled in recorded in Congo, Democratic Republic of the?
- The highest recorded value was 34.1% in 2008.
- What is the lowest share of all students in upper secondary education enrolled in recorded in Congo, Democratic Republic of the?
- The lowest recorded value was 30.7% in 2012.
- How does Congo, Democratic Republic of the rank for share of all students in upper secondary education enrolled in?
- Congo, Democratic Republic of the ranks 55th out of 158 countries with data for 2015.
- Is share of all students in upper secondary education enrolled in rising or falling in Congo, Democratic Republic of the?
- Over the last ten years it is down 2.8%. The long-run trend across the full record is flat.
- Where does this Congo, Democratic Republic of the 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.