Bangladesh vs Gambia: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Bangladesh
- Gambia
How they compare
Gambia currently reports 25.6% against 23.5% in Bangladesh, a difference of 2.1%.
That makes Gambia's figure about 1.1 times Bangladesh's.
The two have swapped places 4 times across 17 shared years of data; in 1998 it was Gambia ahead.
Bangladesh ranks 126th and Gambia ranks 124th of 138 countries.
Across the 3 decades both report, Bangladesh averaged higher in 1 and Gambia in 2.
Head to head by decade
| Decade | Bangladesh | Gambia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 13.1% | 17.0% | 3.9% | Gambia |
| 2000s | 17.0% | 18.6% | 1.7% | Gambia |
| 2010s | 21.4% | 21.2% | 0.3% | Bangladesh |
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, Bangladesh or Gambia?
- Gambia, at 25.6% against 23.5% in Bangladesh as of 2019.
- What is the difference in percentage of teachers in lower secondary education who are female between Bangladesh and Gambia?
- 2.1%, with Gambia ahead.
- How many years of comparable data are there for Bangladesh and Gambia?
- 17 years are reported by both, from 1998 to 2019.
- How do Bangladesh and Gambia rank globally for percentage of teachers in lower secondary education who are female?
- Bangladesh ranks 126th and Gambia ranks 124th 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.