Share of all students in upper secondary education enrolled in in Mongolia
Mongolia: Share of all students in upper secondary education enrolled in was 22.2% in 2015. ▲ Rising
Share of all students in upper secondary education enrolled in in Mongolia, 1998–2015
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
The most recent figure for share of all students in upper secondary education enrolled in in Mongolia is 22.2%, measured in 2015.
That represents a change of down 3.7% on the previous year and up 12.9% over ten years.
Over the whole period, share of all students in upper secondary education enrolled in in Mongolia peaked at 28.7% in 2010 and was at its lowest, 17.2%, in 2001.
Mongolia ranks 78th of 158 countries on this measure, in the middle of the range.
The long-run direction has been consistently rising across the 14 years of available data.
Share of all students in upper secondary education enrolled in in Mongolia, year by year
| Year | % | Change |
|---|---|---|
| 1998 | 18.1% | — |
| 1999 | 21.9% | +21.2% |
| 2000 | 19.9% | -9.3% |
| 2001 | 17.2% | -13.7% |
| 2002 | 18.7% | +9.2% |
| 2003 | 19.7% | +5.1% |
| 2004 | 20.9% | +6.4% |
| 2005 | 19.6% | -6.2% |
| 2006 | 20.9% | +6.3% |
| 2009 | 25.6% | +22.6% |
| 2010 | 28.7% | +12.0% |
| 2013 | 23.7% | -17.4% |
| 2014 | 23.0% | -2.6% |
| 2015 | 22.2% | -3.7% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 20.0% | 18.1% | 21.9% | 2 |
| 2000s | 20.3% | 17.2% | 25.6% | 8 |
| 2010s | 24.4% | 22.2% | 28.7% | 4 |
Countries ranked near Mongolia
More education data for Mongolia
- Theoretical duration of upper secondary education (years), annual 0 % change on previous year (2025)
- Theoretical duration of secondary education (years), annual growth 0 % change on previous year (2025)
- Start of the academic school year (tertiary education), gaps filled 2,023 tertiary education (2024)
- Start of the academic school year (tertiary education), annual growth 0.0495 % change on previous year (2024)
- Primary education, teachers, gaps filled 11,972 (2024)
- Duration of pre primary education, annual growth rate 0 % change on previous year (2025)
- Duration of pre primary education 4 (2025)
- Official entrance age to pre primary education 2 (2025)
- Population ages 15-64 63.0% (2025)
- Population ages 0-14 31.6% (2025)
Frequently asked questions
- What is share of all students in upper secondary education enrolled in in Mongolia?
- Share of all students in upper secondary education enrolled in in Mongolia was 22.2% in 2015, according to UNESCO Institute for Statistics.
- What is the highest share of all students in upper secondary education enrolled in recorded in Mongolia?
- The highest recorded value was 28.7% in 2010.
- What is the lowest share of all students in upper secondary education enrolled in recorded in Mongolia?
- The lowest recorded value was 17.2% in 2001.
- How does Mongolia rank for share of all students in upper secondary education enrolled in?
- Mongolia ranks 78th out of 158 countries with data for 2015.
- Is share of all students in upper secondary education enrolled in rising or falling in Mongolia?
- Over the last ten years it is up 12.9%. The long-run trend across the full record is rising.
- Where does this Mongolia 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.