Share of male students in secondary education enrolled in vocational in Libya
Libya: Share of male students in secondary education enrolled in vocational was 21.2% in 2003. ▲ Rising
Share of male students in secondary education enrolled in vocational in Libya, 1971–2003
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
Libya recorded 21.2% for share of male students in secondary education enrolled in vocational in 2003. That is the highest value across all 15 years on record.
Compared with earlier readings it is up 0.4% on the previous year.
Over the whole period, share of male students in secondary education enrolled in vocational in Libya peaked at 21.2% in 2003 and was at its lowest, 10.3%, in 1977.
That places Libya 43rd out of 200 countries with data for 2003, putting it in the top quarter.
The long-run direction has been consistently rising across the 15 years of available data.
Share of male students in secondary education enrolled in vocational in Libya, year by year
| Year | % | Change |
|---|---|---|
| 1971 | 14.7% | — |
| 1972 | 14.6% | -0.4% |
| 1973 | 16.7% | +14.1% |
| 1974 | 14.7% | -11.7% |
| 1975 | 14.1% | -4.0% |
| 1976 | 12.1% | -14.3% |
| 1977 | 10.3% | -15.2% |
| 1978 | 10.5% | +2.2% |
| 1979 | 12.5% | +18.9% |
| 1980 | 13.2% | +5.5% |
| 1981 | 12.5% | -5.1% |
| 1983 | 16.5% | +31.9% |
| 1986 | 14.6% | -11.3% |
| 2002 | 21.1% | +44.1% |
| 2003 | 21.2% | +0.4% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1970s | 13.4% | 10.3% | 16.7% | 9 |
| 1980s | 14.2% | 12.5% | 16.5% | 4 |
| 2000s | 21.1% | 21.1% | 21.2% | 2 |
Countries ranked near Libya
More education data for Libya
- Primary education, pupils, gaps filled 755,338 (2006)
- Primary education, pupils, annual growth rate 5.8 % change on previous year (2006)
- Primary education, pupils, per unit of GDP 0 units per US$ of GDP (2006)
- Primary education, pupils, per capita 0.1263 units per person (2006)
- Secondary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Enrolment in primary education, both sexes (number), gaps filled 755,338 (2006)
- Enrolment in primary education, both sexes (number), annual growth 5.8 % change on previous year (2006)
- Enrolment in primary education, both sexes (number), per unit of GDP 0 units per US$ of GDP (2006)
- Enrolment in primary education, both sexes (number), per capita 0.1263 units per person (2006)
- Enrolment in primary education, female (number), gaps filled 359,958 (2006)
Frequently asked questions
- What is share of male students in secondary education enrolled in vocational in Libya?
- Share of male students in secondary education enrolled in vocational in Libya was 21.2% in 2003, according to UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020.
- What is the highest share of male students in secondary education enrolled in vocational recorded in Libya?
- The highest recorded value was 21.2% in 2003.
- What is the lowest share of male students in secondary education enrolled in vocational recorded in Libya?
- The lowest recorded value was 10.3% in 1977.
- How does Libya rank for share of male students in secondary education enrolled in vocational?
- Libya ranks 43rd out of 200 countries with data for 2003.
- Where does this Libya data come from?
- The figures come from UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020, published as part of Share of male students in secondary education enrolled in vocational programmes (%). Statizoid updates them automatically from the source API.
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About this data
Total number of male students enrolled in vocational programmes at the secondary education level, expressed as a percentage of the total number of male students enrolled in all programmes (vocational and general) at the 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.