Middle income vs Sri Lanka: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Middle income
- Sri Lanka
How they compare
Sri Lanka currently reports 73.6% against 56.9% in Middle income, a difference of 16.7%.
That makes Sri Lanka's figure about 1.3 times Middle income's.
Across all 13 years both countries report, Sri Lanka has been ahead every year.
Middle income ranks 23rd and Sri Lanka ranks 23rd of 45 groups.
Sri Lanka has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Middle income | Sri Lanka | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 53.4% | 65.9% | 12.4% | Sri Lanka |
| 2010s | 55.1% | 70.0% | 14.8% | Sri Lanka |
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, Middle income or Sri Lanka?
- Sri Lanka, at 73.6% against 56.9% in Middle income as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between Middle income and Sri Lanka?
- 16.7%, with Sri Lanka ahead.
- How many years of comparable data are there for Middle income and Sri Lanka?
- 13 years are reported by both, from 2002 to 2018.
- How do Middle income and Sri Lanka rank globally for percentage of teachers in lower secondary education who are female?
- Middle income ranks 23rd and Sri Lanka ranks 23rd 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.