Share of all students in upper secondary education enrolled in in Kenya
Kenya: Share of all students in upper secondary education enrolled in was 1.0% in 2009. ▲ Rising
Share of all students in upper secondary education enrolled in in Kenya, 1999–2009
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
In 2009, share of all students in upper secondary education enrolled in in Kenya stood at 1.0%. That is the lowest value across all 11 years on record.
The figure is down 51.1% on the previous year and down 21.1% over ten years.
Over the whole period, share of all students in upper secondary education enrolled in in Kenya peaked at 2.2% in 2006 and was at its lowest, 1.0%, in 2009.
That places Kenya 147th out of 158 countries with data for 2009, putting it in the bottom quarter.
The long-run direction has been consistently rising across the 11 years of available data.
Share of all students in upper secondary education enrolled in in Kenya, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 1.3% | — |
| 2000 | 1.2% | -9.8% |
| 2001 | 1.5% | +30.1% |
| 2002 | 1.8% | +14.6% |
| 2003 | 1.6% | -9.9% |
| 2004 | 1.8% | +12.7% |
| 2005 | 2.0% | +11.2% |
| 2006 | 2.2% | +10.1% |
| 2007 | 2.1% | -4.8% |
| 2008 | 2.1% | +1.3% |
| 2009 | 1.0% | -51.1% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 1.3% | 1.3% | 1.3% | 1 |
| 2000s | 1.7% | 1.0% | 2.2% | 10 |
Countries ranked near Kenya
More education data for Kenya
- Enrolment in tertiary education, all programmes, both sexes (number) 23.7 % change on previous year (2024)
- Teachers in primary education, female (number), gaps filled 170,289 (2023)
- Teachers in primary education, male (number), gaps filled 135,124 (2023)
- Enrolment in tertiary education, all programmes, female (number) 273,073 (2024)
- Enrolment in tertiary education, all programmes, female (number) 29.97 % change on previous year (2024)
- Enrolment in tertiary education, all programmes, male (number), gaps 338,073 (2024)
- Enrolment in tertiary education, all programmes, male (number) 19.07 % change on previous year (2024)
- 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 Kenya?
- Share of all students in upper secondary education enrolled in in Kenya was 1.0% in 2009, according to UNESCO Institute for Statistics.
- What is the highest share of all students in upper secondary education enrolled in recorded in Kenya?
- The highest recorded value was 2.2% in 2006.
- What is the lowest share of all students in upper secondary education enrolled in recorded in Kenya?
- The lowest recorded value was 1.0% in 2009.
- How does Kenya rank for share of all students in upper secondary education enrolled in?
- Kenya ranks 147th out of 158 countries with data for 2009.
- Is share of all students in upper secondary education enrolled in rising or falling in Kenya?
- Over the last ten years it is down 21.1%. The long-run trend across the full record is rising.
- Where does this Kenya 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.