Belgium vs United Kingdom: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Belgium
- United Kingdom
How they compare
Belgium currently reports 63.9% against 63.2% in United Kingdom, a difference of 0.7%.
The two have swapped places 3 times across 7 shared years of data; in 2005 it was United Kingdom ahead.
Belgium ranks 64th and United Kingdom ranks 67th of 138 countries.
Across the 2 decades both report, Belgium averaged higher in 1 and United Kingdom in 1.
Head to head by decade
| Decade | Belgium | United Kingdom | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 60.2% | 61.4% | 1.2% | United Kingdom |
| 2010s | 63.4% | 62.9% | 0.5% | Belgium |
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, Belgium or United Kingdom?
- Belgium, at 63.9% against 63.2% in United Kingdom as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between Belgium and United Kingdom?
- 0.7%, with Belgium ahead.
- How many years of comparable data are there for Belgium and United Kingdom?
- 7 years are reported by both, from 2005 to 2018.
- How do Belgium and United Kingdom rank globally for percentage of teachers in lower secondary education who are female?
- Belgium ranks 64th and United Kingdom ranks 67th 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.