Secondary education

Secondary education
Last update: Dec 2007
Country or area
Afghanistan
2005
23
Albania
2004
b
73
75
2004
48
Algeria
2004
b
68
65
2005
b
51
Andorra
2005
a
80
73
2005
50
Angola
2001
44
Anguilla
2005
b
79
83
2005
50
Antigua and Barbuda
2000
50
Argentina
2004
82
76
2004
51
Armenia
2005
86
83
2005
50
Aruba
2005
a
78
75
2005
51
Australia
2005
b
87
86
2005
48
Austria
2005
48
Azerbaijan
2005
76
79
2005
48
Bahamas
2005
85
83
2005
50
Bahrain
2005
93
87
2005
50
Bangladesh
2004
45
44
2004
50
Barbados
2005
97
96
2005
49
Belarus
2005
b
89
88
2005
49
Belgium
2005
98
97
2005
48
Belize
2005
b
72
71
2005
b
50
Benin
2001
b
11
23
2005
b
35
Bermuda
2005
52
Bhutan
2005
47
Bolivia
2004
b
72
73
2003
48
Botswana
2005
b
62
57
2005
b
51
Brazil
2004
81
75
2004
52
British Virgin Islands
2005
b
95
82
2005
54
Brunei Darussalam
2005
90
85
2005
49
Bulgaria
2005
87
89
2005
48
Burkina Faso
2005
9
13
2005
41
Burundi
2005
b
43
Cambodia
2005
b
22
27
2004
b
40
Cameroon
2005
b
44
Canada
2004
b
48
Cape Verde
2005
60
55
2005
52
Cayman Islands
2005
b
92
99
2005
48
Chad
2003
b
5
16
2005
b
25
Chile
2005
49
China
2005
b
48
Colombia
2002
b
58
53
2005
52
Comoros
2005
b
43
Congo
2004
b
46
Cook Islands
2000
a
68
61
2004
b
49
Costa Rica
2005
50
Croatia
2003
86
84
2003
49
Cuba
2005
88
87
2005
49
Cyprus
2005
a
95
93
2005
49
Czech Republic
2005
49
Côte d’Ivoire
2002
b
15
26
2002
b
36
Democratic Republic of the Congo
2003
b
37
Denmark
2005
93
91
2005
49
Djibouti
2005
b
18
27
2005
40
Dominica
2005
a
92
92
2005
50
Dominican Republic
2005
59
47
2005
54
Ecuador
2004
53
52
2005
b
49
Egypt
2005
b
79
85
2005
47
El Salvador
2005
b
54
52
2005
50
Equatorial Guinea
2002
b
36
Eritrea
2005
20
30
2005
37
Estonia
2005
93
90
2005
49
Ethiopia
2005
b
22
34
2005
39
Fiji
2005
b
85
80
2005
b
50
Finland
2005
95
95
2005
50
France
2005
100
98
2005
49
Gabon
2000
b
46
Gambia
2004
b
41
49
2004
45
Georgia
2004
81
81
2005
49
Germany
2005
48
Ghana
2005
b
35
39
2005
b
45
Gibraltar
2001
49
Greece
2005
92
90
2005
48
Grenada
2005
b
80
78
2005
a
50
Guatemala
2004
b
32
35
2005
48
Guinea
2005
b
17
31
2005
b
33
Guinea Bissau
2001
b
6
11
2001
b
35
Guyana
2005
50
Honduras
2005
b
55
Hong Kong (China), SAR
2005
a
78
81
2005
49
Hungary
2005
90
90
2005
49
Iceland
2005
b
89
87
2005
b
50
India
2005
43
Indonesia
2005
b
58
59
2005
b
49
Iran, Islamic Republic of
2005
75
79
2005
47
Iraq
2005
b
31
44
2005
b
39
Ireland
2005
91
85
2005
51
Israel
2005
89
89
2005
49
Italy
2005
93
92
2005
48
Jamaica
2005
b
80
77
2005
50
Japan
2000
b
100
99
2005
49
Jordan
2005
80
77
2005
49
Kazakhstan
2005
91
92
2005
49
Kenya
2005
b
42
42
2005
b
49
Kiribati
2005
b
71
65
2005
52
Kuwait
2002
b
80
76
2005
50
Kyrgyzstan
2005
81
80
2005
49
Lao People’s Democratic Republic
2005
35
41
2005
42
Latvia
2005
49
Lebanon
2005
52
Lesotho
2005
30
19
2005
56
Liberia
2000
b
12
22
2000
42
Libyan Arab Jamahiriya
2005
b
53
Liechtenstein
2004
a
69
62
2004
45
Lithuania
2005
91
91
2005
49
Luxembourg
2005
85
79
2005
50
Macao, China
2005
81
75
2005
49
Madagascar
1999
b
11
11
1999
b
49
Malawi
2005
22
25
2005
45
Malaysia
2004
81
71
2004
52
Maldives
2005
b
66
60
2004
b
52
Mali
2005
b
37
Malta
2005
83
84
2005
49
Marshall Islands
2003
b
77
72
2005
b
50
Mauritania
2005
14
17
2005
46
Mauritius
2005
b
82
81
2005
b
49
Mexico
2005
66
64
2005
51
Micronesia (Federated States of)
2005
49
Monaco
2001
48
Mongolia
2005
90
79
2005
52
Montserrat
2003
a
100
90
2005
49
Morocco
2003
b
32
38
2005
b
45
Mozambique
2005
6
8
2005
41
Myanmar
2005
37
38
2005
49
Namibia
2005
44
33
2005
53
Nauru
2004
b
50
Nepal
2005
b
45
Netherlands
2005
88
86
2005
48
Netherlands Antilles
2003
b
81
73
2003
b
52
New Zealand
2002
93
90
2005
50
Nicaragua
2005
46
40
2005
53
Niger
2005
6
9
2005
39
Nigeria
2005
25
29
2005
45
Niue
1999
a
96
91
2005
48
Norway
2005
97
97
2005
49
Oman
2005
76
75
2005
48
Pakistan
2005
b
18
24
2005
41
Palau
2005
b
50
Palestinian Autonomous Territories
2005
98
92
2005
50
Panama
2005
67
61
2005
51
Papua New Guinea
2003
b
41
Paraguay
2004
50
Peru
2005
69
70
2005
50
Philippines
2005
66
55
2005
52
Poland
2005
94
92
2005
49
Portugal
2005
87
79
2005
51
Qatar
2005
89
91
2005
49
Republic of Korea
2005
91
90
2005
47
Republic of Moldova
2005
b
77
75
2005
50
Romania
2005
82
79
2005
49
Russian Federation
2005
49
Rwanda
2005
b
48
Saint Kitts and Nevis
2005
b
85
87
2005
b
51
Saint Lucia
2005
b
76
61
2005
54
Saint Vincent and the Grenadines
2005
b
71
57
2005
55
Samoa
2004
b
70
62
2005
b
51
San Marino
2000
49
Sao Tome and Principe
2005
34
30
2005
51
Saudi Arabia
2005
b
68
63
2005
48
Senegal
2005
b
15
19
2005
42
Serbia and Montenegro
2001
49
Seychelles
2005
a
100
94
2005
48
Sierra Leone
2001
b
42
Singapore
2005
49
Slovakia
2005
49
Slovenia
2005
95
94
2005
49
Solomon Islands
2003
b
24
28
2005
43
South Africa
2000
b
65
58
2004
52
Spain
2005
100
97
2005
50
Sri Lanka
2004
b
49
Sudan
2005
48
Suriname
2005
b
87
63
2005
56
Swaziland
2005
b
35
31
2005
b
49
Sweden
2005
100
99
2005
49
Switzerland
2005
81
87
2005
47
Syrian Arab Republic
2005
60
64
2005
47
Tajikistan
2005
73
86
2005
45
Thailand
2005
b
51
The former Yugoslav Rep of Macedonia
2005
81
83
2005
48
Timor-Leste
2005
49
Togo
2000
b
14
30
2005
b
34
Tokelau
2004
b
45
Tonga
2004
b
75
61
2004
b
49
Trinidad and Tobago
2005
b
70
68
2005
b
50
Tunisia
2003
b
68
62
2005
51
Turkey
2005
b
61
72
2005
b
44
Turks and Caicos Islands
2005
b
69
72
2005
b
48
Tuvalu
2001
46
Uganda
2005
b
14
16
2005
b
44
Ukraine
2005
b
77
82
2005
47
United Arab Emirates
2005
59
56
2005
49
United Kingdom
2005
97
94
2005
49
United Republic of Tanzania
1999
b
45
United States
2005
90
88
2005
49
Uruguay
2004
53
Uzbekistan
2004
b
49
Vanuatu
2004
b
36
42
2004
45
Venezuela
2005
67
59
2005
52
Viet Nam
2005
b
68
71
2005
49
Yemen
2000
a
21
46
2005
32
Zambia
2005
b
23
29
2005
b
45
Zimbabwe
2003
33
35
2003
48

Sources:

Net enrolment ratio in secondary education
UNESCO Institute for Statistics, table 5: Enrolment ratios by ISCED level, available from UIS website, http://www.uis.unesco.org(accessed Oct 2007).

Girls’ share of secondary enrolment
Calculated by the United Nations Statistics Division based on data published by the UNESCO Institute for Statistics in table 5: Enrolment ratios by ISCED level, available from UIS website, http://www.uis.unesco.org (accessed Oct 2007).

Footnotes:

Not available.
a
National estimation.
b
UIS estimation.

Top

Technical notes:

Statistics on enrolment are compiled by the United Nations Educational, Scientific and Cultural Organization (UNESCO) Institute for Statistics (UIS) from data provided by national Governments.

The 1997 International Standard Classification of Education (ISCED 97) defines second-level education as education programmes at ISCED levels 2 and 3. Lower secondary education (ISCED 2) is generally designed to continue the basic programmes of primary level but is typically more subject-focused, requiring more specialized teachers for each subject area. The end of this level often coincides with the end of compulsory education where it exists. In upper secondary education (ISCED 3), the final stage of secondary education in most countries, instruction is often organized even more along subject lines and teachers typically need higher or more subject-specific qualification than ISCED level 2.

The second-level net enrolment ratio (NER) is the number of boys and girls in the theoretical second-level age group that are enrolled in that level, expressed as a percentage of the total population in the corresponding age group. It shows the extent of participation in second-level education of children or youth belonging to the official age group corresponding to second-level education in the given country. A high second-level NER denotes a high degree of participation of secondary school-age children or youth in second-level education. The theoretical maximum value is 100%. If the second-level NER is below 100%, then the complement, i.e. the difference with 100%, provides a measure of the proportion of children or youth of secondary school age not enrolled at that level of education. However, since some of these children or youth could be enrolled at levels of education other than the secondary level, this difference should in no way be considered as indicating the percentage of secondary school-age children not enrolled.

The girls’ share of secondary enrolment refers to the percentage of students enrolled in secondary education who are female. This indicator helps assess gender disparity with regard to participation in secondary education. When the indicator approaches 50% it reflects a good level of gender parity.

While enrolment data offer an easy way of comparing the number of boys and girls enrolled in schools, these statistics do not reflect differences between boys and girls in rates of school attendance or absenteeism, repetition and dropping out.

(Source: United Nations Statistics Division)