Share of all students in upper secondary education enrolled in in Equatorial Guinea
Equatorial Guinea: Share of all students in upper secondary education enrolled in was 2.2% in 2005. ▼ Falling
Share of all students in upper secondary education enrolled in in Equatorial Guinea, 1999–2005
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
The most recent figure for share of all students in upper secondary education enrolled in in Equatorial Guinea is 2.2%, measured in 2005. That is the lowest value across all 5 years on record.
Compared with earlier readings it is down 50.4% on the previous year and down 40.1% over ten years.
Equatorial Guinea ranks 141st of 158 countries on this measure, in the bottom quarter.
Share of all students in upper secondary education enrolled in in Equatorial Guinea, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 3.6% | — |
| 2000 | 3.6% | +0.2% |
| 2001 | 2.6% | -28.6% |
| 2002 | 4.4% | +68.8% |
| 2005 | 2.2% | -50.4% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 3.6% | 3.6% | 3.6% | 1 |
| 2000s | 3.2% | 2.2% | 4.4% | 4 |
Countries ranked near Equatorial Guinea
- 138 India 2.6% compare
- 139 Mauritania 2.4% compare
- 140 Sudan 2.3% compare
- 142 Lao People's Democratic Republic 2.1% compare
- 143 Afghanistan 2.0% compare
- 144 Qatar 1.8% compare
More education data for Equatorial Guinea
- Enrolment in secondary education, male (number), gaps filled 14,890 (2005)
- Enrolment in pre-primary education, both sexes (number), gaps filled 39,596 (2015)
- Enrolment in pre-primary education, both sexes (number), annual 0.7264 % change on previous year (2012)
- Teachers in primary education, female (number), gaps filled 1,785 (2015)
- Teachers in primary education, male (number), gaps filled 2,236 (2015)
- 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)
- Theoretical duration of lower secondary education (years), annual 0 % change on previous year (2025)
- Theoretical duration of upper secondary education (years), annual 0 % change on previous year (2025)
Frequently asked questions
- What is share of all students in upper secondary education enrolled in in Equatorial Guinea?
- Share of all students in upper secondary education enrolled in in Equatorial Guinea was 2.2% in 2005, according to UNESCO Institute for Statistics.
- What is the highest share of all students in upper secondary education enrolled in recorded in Equatorial Guinea?
- The highest recorded value was 4.4% in 2002.
- What is the lowest share of all students in upper secondary education enrolled in recorded in Equatorial Guinea?
- The lowest recorded value was 2.2% in 2005.
- How does Equatorial Guinea rank for share of all students in upper secondary education enrolled in?
- Equatorial Guinea ranks 141st out of 158 countries with data for 2005.
- Is share of all students in upper secondary education enrolled in rising or falling in Equatorial Guinea?
- Over the last ten years it is down 40.1%. The long-run trend across the full record is falling.
- Where does this Equatorial Guinea 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.