High income vs Suriname: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- High income
- Suriname
How they compare
Suriname currently reports 79.0% against 64.4% in High income, a difference of 14.6%.
That makes Suriname's figure about 1.2 times High income's.
The two have swapped places 2 times across 15 shared years of data; in 2001 it was Suriname ahead.
High income ranks 10th and Suriname ranks 10th of 45 groups.
Suriname has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | High income | Suriname | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 63.0% | 66.7% | 3.6% | Suriname |
| 2010s | 63.9% | 76.7% | 12.8% | Suriname |
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, High income or Suriname?
- Suriname, at 79.0% against 64.4% in High income as of 2019.
- What is the difference in percentage of teachers in lower secondary education who are female between High income and Suriname?
- 14.6%, with Suriname ahead.
- How many years of comparable data are there for High income and Suriname?
- 15 years are reported by both, from 2001 to 2019.
- How do High income and Suriname rank globally for percentage of teachers in lower secondary education who are female?
- High income ranks 10th and Suriname ranks 10th 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.