Czechia vs IBRD only: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Czechia
- IBRD only
How they compare
Czechia currently reports 74.4% against 58.2% in IBRD only, a difference of 16.2%.
That makes Czechia's figure about 1.3 times IBRD only's.
Across all 15 years both countries report, Czechia has been ahead every year.
Czechia ranks 21st and IBRD only ranks 21st of 138 countries.
Czechia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Czechia | IBRD only | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 75.4% | 52.6% | 22.9% | Czechia |
| 2000s | 79.2% | 54.5% | 24.7% | Czechia |
| 2010s | 74.2% | 55.6% | 18.6% | Czechia |
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, Czechia or IBRD only?
- Czechia, at 74.4% against 58.2% in IBRD only as of 2012.
- What is the difference in percentage of teachers in lower secondary education who are female between Czechia and IBRD only?
- 16.2%, with Czechia ahead.
- How many years of comparable data are there for Czechia and IBRD only?
- 15 years are reported by both, from 1994 to 2012.
- How do Czechia and IBRD only rank globally for percentage of teachers in lower secondary education who are female?
- Czechia ranks 21st and IBRD only ranks 21st 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.