Czechia vs Middle income: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Czechia
- Middle income
How they compare
Czechia currently reports 74.4% against 56.9% in Middle income, a difference of 17.5%.
That makes Czechia's figure about 1.3 times Middle income's.
Across all 15 years both countries report, Czechia has been ahead every year.
Czechia ranks 21st and Middle income ranks 23rd of 138 countries.
Czechia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Czechia | Middle income | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 75.4% | 51.3% | 24.2% | Czechia |
| 2000s | 79.2% | 53.3% | 25.8% | Czechia |
| 2010s | 74.2% | 54.2% | 20.0% | 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 Middle income?
- Czechia, at 74.4% against 56.9% in Middle income as of 2012.
- What is the difference in percentage of teachers in lower secondary education who are female between Czechia and Middle income?
- 17.5%, with Czechia ahead.
- How many years of comparable data are there for Czechia and Middle income?
- 15 years are reported by both, from 1994 to 2012.
- How do Czechia and Middle income rank globally for percentage of teachers in lower secondary education who are female?
- Czechia ranks 21st and Middle income ranks 23rd 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.