Tunisia vs Palestine: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Tunisia
- Palestine
How they compare
Palestine currently reports 59.1% against 58.5% in Tunisia, a difference of 0.6%.
The two have swapped places 4 times across 10 shared years of data; in 1999 it was Palestine ahead.
Tunisia ranks 87th and Palestine ranks 84th of 138 countries.
Across the 3 decades both report, Tunisia averaged higher in 2 and Palestine in 1.
Head to head by decade
| Decade | Tunisia | Palestine | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 46.0% | 48.9% | 2.9% | Palestine |
| 2000s | 48.8% | 47.8% | 1.0% | Tunisia |
| 2010s | 57.1% | 54.4% | 2.7% | 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, Tunisia or Palestine?
- Palestine, at 59.1% against 58.5% in Tunisia as of 2019.
- What is the difference in percentage of teachers in lower secondary education who are female between Tunisia and Palestine?
- 0.6%, with Palestine ahead.
- How many years of comparable data are there for Tunisia and Palestine?
- 10 years are reported by both, from 1999 to 2018.
- How do Tunisia and Palestine rank globally for percentage of teachers in lower secondary education who are female?
- Tunisia ranks 87th 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.