Bangladesh vs Mozambique: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Bangladesh
- Mozambique
How they compare
Bangladesh currently reports 23.5% against 21.0% in Mozambique, a difference of 2.5%.
That makes Bangladesh's figure about 1.1 times Mozambique's.
The two have swapped places 2 times across 6 shared years of data; in 2005 it was Mozambique ahead.
Bangladesh ranks 126th and Mozambique ranks 128th of 138 countries.
Across the 2 decades both report, Bangladesh averaged higher in 1 and Mozambique in 1.
Head to head by decade
| Decade | Bangladesh | Mozambique | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 19.2% | 17.1% | 2.1% | Bangladesh |
| 2010s | 19.9% | 21.0% | 1.1% | Mozambique |
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 Mozambique?
- Bangladesh, at 23.5% against 21.0% in Mozambique as of 2019.
- What is the difference in percentage of teachers in lower secondary education who are female between Bangladesh and Mozambique?
- 2.5%, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Mozambique?
- 6 years are reported by both, from 2005 to 2013.
- How do Bangladesh and Mozambique rank globally for percentage of teachers in lower secondary education who are female?
- Bangladesh ranks 126th and Mozambique ranks 128th 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.