Argentina vs South Asia: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Argentina
- South Asia
How they compare
Argentina currently reports 64.5% against 41.3% in South Asia, a difference of 23.2%.
That makes Argentina's figure about 1.6 times South Asia's.
Across all 10 years both countries report, Argentina has been ahead every year.
Argentina ranks 37th and South Asia ranks 34th of 131 countries.
Argentina has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Argentina | South Asia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 65.5% | 28.4% | 37.1% | Argentina |
| 2000s | 64.3% | 31.2% | 33.0% | Argentina |
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, Argentina or South Asia?
- Argentina, at 64.5% against 41.3% in South Asia as of 2008.
- What is the difference in percentage of teachers in upper secondary education who are female between Argentina and South Asia?
- 23.2%, with Argentina ahead.
- How many years of comparable data are there for Argentina and South Asia?
- 10 years are reported by both, from 1998 to 2008.
- How do Argentina and South Asia rank globally for percentage of teachers in upper secondary education who are female?
- Argentina ranks 37th and South Asia ranks 34th of 131 countries.
- 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.