Greece vs New Zealand: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Greece
- New Zealand
How they compare
Greece currently reports 67.0% against 67.0% in New Zealand, a difference of 0.0%.
The two have swapped places 6 times across 14 shared years of data; in 1994 it was Greece ahead.
Greece ranks 52nd and New Zealand ranks 53rd of 138 countries.
Across the 3 decades both report, Greece averaged higher in 1 and New Zealand in 2.
Head to head by decade
| Decade | Greece | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 62.7% | 63.3% | 0.6% | New Zealand |
| 2000s | 65.3% | 65.5% | 0.2% | New Zealand |
| 2010s | 66.4% | 66.3% | 0.1% | Greece |
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, Greece or New Zealand?
- Greece, at 67.0% against 67.0% in New Zealand as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between Greece and New Zealand?
- 0.0%, with Greece ahead.
- How many years of comparable data are there for Greece and New Zealand?
- 14 years are reported by both, from 1994 to 2018.
- How do Greece and New Zealand rank globally for percentage of teachers in lower secondary education who are female?
- Greece ranks 52nd and New Zealand ranks 53rd 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.