Share of male students in secondary education enrolled in vocational in Naoero
Naoero: Share of male students in secondary education enrolled in vocational was 3.8% in 1985. ◆ Volatile
Share of male students in secondary education enrolled in vocational in Naoero, 1971–1985
Source: UNESCO Institute for Statistics (http://uis.unesco.org/). Data as of March 2020. Measured in %.
Analysis
The most recent figure for share of male students in secondary education enrolled in vocational in Naoero is 3.8%, measured in 1985. That is the highest value across all 15 years on record.
Over the whole period, share of male students in secondary education enrolled in vocational in Naoero peaked at 3.8% in 1985 and was at its lowest, 0.0%, in 1971.
Naoero ranks 137th of 200 countries on this measure, in the middle of the range.
The series is highly variable year to year, so single readings are best treated with caution.
Share of male students in secondary education enrolled in vocational in Naoero, year by year
| Year | % | Change |
|---|---|---|
| 1971 | 0.0% | — |
| 1972 | 0.0% | — |
| 1973 | 0.0% | — |
| 1974 | 0.0% | — |
| 1975 | 0.0% | — |
| 1976 | 0.0% | — |
| 1977 | 0.0% | — |
| 1978 | 0.0% | — |
| 1979 | 0.0% | — |
| 1980 | 0.0% | — |
| 1981 | 0.0% | — |
| 1982 | 0.0% | — |
| 1983 | 0.0% | — |
| 1984 | 0.0% | — |
| 1985 | 3.8% | — |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1970s | 0.0% | 0.0% | 0.0% | 9 |
| 1980s | 0.6% | 0.0% | 3.8% | 6 |
Countries ranked near Naoero
More education data for Naoero
- Secondary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Theoretical duration of upper secondary education (years), annual 0 % change on previous year (2025)
- Theoretical duration of lower secondary education (years), annual 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 pre-primary education (years), annual growth 0 % change on previous year (2025)
- Theoretical duration of primary education (years), annual growth rate 0 % change on previous year (2025)
- Teachers in primary education, male (number), gaps filled 12 (2025)
- Enrolment in primary education, both sexes (number), annual growth -7.4 % change on previous year (2025)
- Theoretical duration of secondary education (years), annual growth 0 % change on previous year (2025)
- Enrolment in primary education, both sexes (number), gaps filled 1,703 (2025)
Frequently asked questions
- What is share of male students in secondary education enrolled in vocational in Naoero?
- Share of male students in secondary education enrolled in vocational in Naoero was 3.8% in 1985, 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 Naoero?
- The highest recorded value was 3.8% in 1985.
- What is the lowest share of male students in secondary education enrolled in vocational recorded in Naoero?
- The lowest recorded value was 0.0% in 1971.
- How does Naoero rank for share of male students in secondary education enrolled in vocational?
- Naoero ranks 137th out of 200 countries with data for 1985.
- Where does this Naoero 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.