Cambodia vs India: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Cambodia
- India
How they compare
India currently reports 48.3% against 45.6% in Cambodia, a difference of 2.7%.
That makes India's figure about 1.1 times Cambodia's.
The two have swapped places 2 times across 13 shared years of data; in 2000 it was India ahead.
Cambodia ranks 111th and India ranks 108th of 138 countries.
India has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cambodia | India | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 31.8% | 37.1% | 5.3% | India |
| 2010s | 42.9% | 45.0% | 2.0% | India |
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, Cambodia or India?
- India, at 48.3% against 45.6% in Cambodia as of 2019.
- What is the difference in percentage of teachers in lower secondary education who are female between Cambodia and India?
- 2.7%, with India ahead.
- How many years of comparable data are there for Cambodia and India?
- 13 years are reported by both, from 2000 to 2019.
- How do Cambodia and India rank globally for percentage of teachers in lower secondary education who are female?
- Cambodia ranks 111th and India ranks 108th 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.