Israel vs OECD members: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Israel
- OECD members
How they compare
Israel currently reports 78.7% against 62.3% in OECD members, a difference of 16.4%.
That makes Israel's figure about 1.3 times OECD members's.
Across all 16 years both countries report, Israel has been ahead every year.
Israel ranks 11th and OECD members ranks 12th of 138 countries.
Israel has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Israel | OECD members | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 76.7% | 58.5% | 18.2% | Israel |
| 2000s | 78.4% | 60.6% | 17.8% | Israel |
| 2010s | 78.8% | 62.0% | 16.8% | Israel |
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, Israel or OECD members?
- Israel, at 78.7% against 62.3% in OECD members as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between Israel and OECD members?
- 16.4%, with Israel ahead.
- How many years of comparable data are there for Israel and OECD members?
- 16 years are reported by both, from 1999 to 2018.
- How do Israel and OECD members rank globally for percentage of teachers in lower secondary education who are female?
- Israel ranks 11th and OECD members ranks 12th 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.