Bulgaria vs High income: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Bulgaria
- High income
How they compare
Bulgaria currently reports 80.1% against 64.4% in High income, a difference of 15.7%.
That makes Bulgaria's figure about 1.2 times High income's.
Across all 21 years both countries report, Bulgaria has been ahead every year.
Bulgaria ranks 8th and High income ranks 10th of 138 countries.
Bulgaria has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bulgaria | High income | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 75.7% | 60.8% | 14.8% | Bulgaria |
| 2000s | 79.5% | 62.8% | 16.6% | Bulgaria |
| 2010s | 80.8% | 63.9% | 16.9% | Bulgaria |
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, Bulgaria or High income?
- Bulgaria, at 80.1% against 64.4% in High income as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between Bulgaria and High income?
- 15.7%, with Bulgaria ahead.
- How many years of comparable data are there for Bulgaria and High income?
- 21 years are reported by both, from 1996 to 2018.
- How do Bulgaria and High income rank globally for percentage of teachers in lower secondary education who are female?
- Bulgaria ranks 8th and High income ranks 10th 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.