European Union vs Georgia: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- European Union
- Georgia
How they compare
Georgia currently reports 82.4% against 67.5% in European Union, a difference of 14.9%.
That makes Georgia's figure about 1.2 times European Union's.
Across all 9 years both countries report, Georgia has been ahead every year.
European Union ranks 6th and Georgia ranks 5th of 45 groups.
Georgia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | European Union | Georgia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 65.6% | 81.4% | 15.8% | Georgia |
| 2010s | 67.8% | 81.9% | 14.1% | Georgia |
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, European Union or Georgia?
- Georgia, at 82.4% against 67.5% in European Union as of 2019.
- What is the difference in percentage of teachers in lower secondary education who are female between European Union and Georgia?
- 14.9%, with Georgia ahead.
- How many years of comparable data are there for European Union and Georgia?
- 9 years are reported by both, from 2000 to 2019.
- How do European Union and Georgia rank globally for percentage of teachers in lower secondary education who are female?
- European Union ranks 6th and Georgia ranks 5th of 45 groups.
- 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.