Korea vs Sub-Saharan Africa: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Korea
- Sub-Saharan Africa
How they compare
Korea currently reports 70.6% against 33.5% in Sub-Saharan Africa, a difference of 37.1%.
That makes Korea's figure about 2.1 times Sub-Saharan Africa's.
Across all 14 years both countries report, Korea has been ahead every year.
Korea ranks 38th and Sub-Saharan Africa ranks 41st of 138 countries.
Korea has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Korea | Sub-Saharan Africa | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 65.0% | 31.4% | 33.6% | Korea |
| 2010s | 69.1% | 34.0% | 35.1% | Korea |
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, Korea or Sub-Saharan Africa?
- Korea, at 70.6% against 33.5% in Sub-Saharan Africa as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between Korea and Sub-Saharan Africa?
- 37.1%, with Korea ahead.
- How many years of comparable data are there for Korea and Sub-Saharan Africa?
- 14 years are reported by both, from 2003 to 2016.
- How do Korea and Sub-Saharan Africa rank globally for percentage of teachers in lower secondary education who are female?
- Korea ranks 38th and Sub-Saharan Africa ranks 41st 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.