Qatar vs Tunisia: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Qatar
- Tunisia
How they compare
Qatar currently reports 58.9% against 58.5% in Tunisia, a difference of 0.4%.
The two have swapped places 1 time across 9 shared years of data; in 1999 it was Qatar ahead.
Qatar ranks 85th and Tunisia ranks 87th of 138 countries.
Across the 3 decades both report, Qatar averaged higher in 2 and Tunisia in 1.
Head to head by decade
| Decade | Qatar | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 55.7% | 46.0% | 9.7% | Qatar |
| 2000s | 56.4% | 49.4% | 7.0% | Qatar |
| 2010s | 56.1% | 57.1% | 1.0% | Tunisia |
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, Qatar or Tunisia?
- Qatar, at 58.9% against 58.5% in Tunisia as of 2019.
- What is the difference in percentage of teachers in lower secondary education who are female between Qatar and Tunisia?
- 0.4%, with Qatar ahead.
- How many years of comparable data are there for Qatar and Tunisia?
- 9 years are reported by both, from 1999 to 2018.
- How do Qatar and Tunisia rank globally for percentage of teachers in lower secondary education who are female?
- Qatar ranks 85th and Tunisia ranks 87th 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.