IDA blend vs Slovakia: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- IDA blend
- Slovakia
How they compare
Slovakia currently reports 75.9% against 58.9% in IDA blend, a difference of 17.0%.
That makes Slovakia's figure about 1.3 times IDA blend's.
Across all 16 years both countries report, Slovakia has been ahead every year.
IDA blend ranks 19th and Slovakia ranks 16th of 45 groups.
Slovakia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | IDA blend | Slovakia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 56.5% | 76.9% | 20.4% | Slovakia |
| 2010s | 57.2% | 76.8% | 19.7% | Slovakia |
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, IDA blend or Slovakia?
- Slovakia, at 75.9% against 58.9% in IDA blend as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between IDA blend and Slovakia?
- 17.0%, with Slovakia ahead.
- How many years of comparable data are there for IDA blend and Slovakia?
- 16 years are reported by both, from 2003 to 2018.
- How do IDA blend and Slovakia rank globally for percentage of teachers in lower secondary education who are female?
- IDA blend ranks 19th and Slovakia ranks 16th 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.