Arab World vs Lebanon: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Arab World
- Lebanon
How they compare
Lebanon currently reports 72.5% against 51.2% in Arab World, a difference of 21.3%.
That makes Lebanon's figure about 1.4 times Arab World's.
Across all 14 years both countries report, Lebanon has been ahead every year.
Arab World ranks 30th and Lebanon ranks 30th of 45 groups.
Lebanon has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Arab World | Lebanon | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 47.5% | 57.0% | 9.5% | Lebanon |
| 2000s | 47.2% | 61.9% | 14.7% | Lebanon |
| 2010s | 48.6% | 68.6% | 20.0% | Lebanon |
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, Arab World or Lebanon?
- Lebanon, at 72.5% against 51.2% in Arab World as of 2016.
- What is the difference in percentage of teachers in lower secondary education who are female between Arab World and Lebanon?
- 21.3%, with Lebanon ahead.
- How many years of comparable data are there for Arab World and Lebanon?
- 14 years are reported by both, from 1999 to 2016.
- How do Arab World and Lebanon rank globally for percentage of teachers in lower secondary education who are female?
- Arab World ranks 30th and Lebanon ranks 30th of 45 groups.
- 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.