Afghanistan vs Nepal: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Afghanistan
- Nepal
How they compare
Afghanistan currently reports 36.0% against 30.5% in Nepal, a difference of 5.5%.
That makes Afghanistan's figure about 1.2 times Nepal's.
Across all 8 years both countries report, Afghanistan has been ahead every year.
Afghanistan ranks 116th and Nepal ranks 119th of 138 countries.
Afghanistan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Afghanistan | Nepal | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 28.3% | 19.2% | 9.1% | Afghanistan |
| 2010s | 32.5% | 27.0% | 5.5% | Afghanistan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of teachers in lower secondary education who are female, Afghanistan or Nepal?
- Afghanistan, at 36.0% against 30.5% in Nepal as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between Afghanistan and Nepal?
- 5.5%, with Afghanistan ahead.
- How many years of comparable data are there for Afghanistan and Nepal?
- 8 years are reported by both, from 2007 to 2017.
- How do Afghanistan and Nepal rank globally for percentage of teachers in lower secondary education who are female?
- Afghanistan ranks 116th and Nepal ranks 119th of 138 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of teachers in lower secondary education who are female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Number of female teachers at the lower secondary level expressed as a percentage of the total number of teachers (male and female) at the lower secondary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.