Estonia vs Myanmar: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Estonia
- Myanmar
How they compare
Myanmar currently reports 89.5% against 82.8% in Estonia, a difference of 6.7%.
That makes Myanmar's figure about 1.1 times Estonia's.
The two have swapped places 1 time across 10 shared years of data; in 1999 it was Estonia ahead.
Estonia ranks 3rd and Myanmar ranks 1st of 138 countries.
Across the 3 decades both report, Estonia averaged higher in 2 and Myanmar in 1.
Head to head by decade
| Decade | Estonia | Myanmar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 84.6% | 77.4% | 7.3% | Estonia |
| 2000s | 82.4% | 82.3% | 0.1% | Estonia |
| 2010s | 82.4% | 88.4% | 6.0% | Myanmar |
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, Estonia or Myanmar?
- Myanmar, at 89.5% against 82.8% in Estonia as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between Estonia and Myanmar?
- 6.7%, with Myanmar ahead.
- How many years of comparable data are there for Estonia and Myanmar?
- 10 years are reported by both, from 1999 to 2018.
- How do Estonia and Myanmar rank globally for percentage of teachers in lower secondary education who are female?
- Estonia ranks 3rd and Myanmar ranks 1st 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.