Guyana vs Sri Lanka: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Guyana
- Sri Lanka
How they compare
Sri Lanka currently reports 73.6% against 72.9% in Guyana, a difference of 0.7%.
The two have swapped places 2 times across 5 shared years of data; in 2003 it was Guyana ahead.
Guyana ranks 26th and Sri Lanka ranks 23rd of 138 countries.
Across the 2 decades both report, Guyana averaged higher in 1 and Sri Lanka in 1.
Head to head by decade
| Decade | Guyana | Sri Lanka | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 64.1% | 64.4% | 0.3% | Sri Lanka |
| 2010s | 71.7% | 66.9% | 4.7% | Guyana |
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, Guyana or Sri Lanka?
- Sri Lanka, at 73.6% against 72.9% in Guyana as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between Guyana and Sri Lanka?
- 0.7%, with Sri Lanka ahead.
- How many years of comparable data are there for Guyana and Sri Lanka?
- 5 years are reported by both, from 2003 to 2012.
- How do Guyana and Sri Lanka rank globally for percentage of teachers in lower secondary education who are female?
- Guyana ranks 26th and Sri Lanka 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.