Austria vs South Asia: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Austria
- South Asia
How they compare
Austria currently reports 72.4% against 49.9% in South Asia, a difference of 22.5%.
That makes Austria's figure about 1.5 times South Asia's.
Across all 21 years both countries report, Austria has been ahead every year.
Austria ranks 31st and South Asia ranks 33rd of 138 countries.
Austria has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Austria | South Asia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 62.2% | 36.2% | 26.1% | Austria |
| 2000s | 68.2% | 39.2% | 29.0% | Austria |
| 2010s | 71.6% | 45.6% | 25.9% | Austria |
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, Austria or South Asia?
- Austria, at 72.4% against 49.9% in South Asia as of 2017.
- What is the difference in percentage of teachers in lower secondary education who are female between Austria and South Asia?
- 22.5%, with Austria ahead.
- How many years of comparable data are there for Austria and South Asia?
- 21 years are reported by both, from 1995 to 2017.
- How do Austria and South Asia rank globally for percentage of teachers in lower secondary education who are female?
- Austria ranks 31st and South Asia ranks 33rd 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.