IBRD only vs Norway: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- IBRD only
- Norway
How they compare
Norway currently reports 74.5% against 58.2% in IBRD only, a difference of 16.3%.
That makes Norway's figure about 1.3 times IBRD only's.
Across all 7 years both countries report, Norway has been ahead every year.
IBRD only ranks 21st and Norway ranks 20th of 45 groups.
Norway has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | IBRD only | Norway | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 52.6% | 53.3% | 0.7% | Norway |
| 2010s | 56.9% | 74.7% | 17.8% | Norway |
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, IBRD only or Norway?
- Norway, at 74.5% against 58.2% in IBRD only as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between IBRD only and Norway?
- 16.3%, with Norway ahead.
- How many years of comparable data are there for IBRD only and Norway?
- 7 years are reported by both, from 1995 to 2018.
- How do IBRD only and Norway rank globally for percentage of teachers in lower secondary education who are female?
- IBRD only ranks 21st and Norway ranks 20th 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.