Qatar vs Palestine: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Qatar
- Palestine
How they compare
Palestine currently reports 59.1% against 58.9% in Qatar, a difference of 0.2%.
The two have swapped places 1 time across 19 shared years of data; in 1999 it was Qatar ahead.
Qatar ranks 85th and Palestine ranks 84th of 138 countries.
Qatar has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Qatar | Palestine | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 55.7% | 48.9% | 6.8% | Qatar |
| 2000s | 56.4% | 49.1% | 7.3% | Qatar |
| 2010s | 55.8% | 53.9% | 1.9% | Qatar |
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 Palestine?
- Palestine, at 59.1% against 58.9% in Qatar as of 2019.
- What is the difference in percentage of teachers in lower secondary education who are female between Qatar and Palestine?
- 0.2%, with Palestine ahead.
- How many years of comparable data are there for Qatar and Palestine?
- 19 years are reported by both, from 1999 to 2019.
- How do Qatar and Palestine rank globally for percentage of teachers in lower secondary education who are female?
- Qatar ranks 85th and Palestine ranks 84th 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.