Arab World vs Bermuda: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Arab World
- Bermuda
How they compare
Bermuda currently reports 66.8% against 44.0% in Arab World, a difference of 22.8%.
That makes Bermuda's figure about 1.5 times Arab World's.
Across all 12 years both countries report, Bermuda has been ahead every year.
Arab World ranks 30th and Bermuda ranks 27th of 45 groups.
Bermuda has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Arab World | Bermuda | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 40.6% | 66.0% | 25.5% | Bermuda |
| 2010s | 44.1% | 66.9% | 22.8% | Bermuda |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of teachers in upper secondary education who are female, Arab World or Bermuda?
- Bermuda, at 66.8% against 44.0% in Arab World as of 2016.
- What is the difference in percentage of teachers in upper secondary education who are female between Arab World and Bermuda?
- 22.8%, with Bermuda ahead.
- How many years of comparable data are there for Arab World and Bermuda?
- 12 years are reported by both, from 2001 to 2016.
- How do Arab World and Bermuda rank globally for percentage of teachers in upper secondary education who are female?
- Arab World ranks 30th and Bermuda ranks 27th of 45 groups.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of teachers in upper 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 upper secondary level expressed as a percentage of the total number of teachers (male and female) at the upper 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.