Bangladesh vs Ghana: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Bangladesh
- Ghana
How they compare
Ghana currently reports 23.1% against 20.1% in Bangladesh, a difference of 3.0%.
That makes Ghana's figure about 1.1 times Bangladesh's.
The two have swapped places 6 times across 19 shared years of data; in 1999 it was Ghana ahead.
Bangladesh ranks 118th and Ghana ranks 116th of 131 countries.
Across the 3 decades both report, Bangladesh averaged higher in 1 and Ghana in 2.
Head to head by decade
| Decade | Bangladesh | Ghana | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 13.5% | 16.2% | 2.7% | Ghana |
| 2000s | 17.6% | 14.3% | 3.3% | Bangladesh |
| 2010s | 20.4% | 22.1% | 1.7% | Ghana |
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, Bangladesh or Ghana?
- Ghana, at 23.1% against 20.1% in Bangladesh as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Bangladesh and Ghana?
- 3.0%, with Ghana ahead.
- How many years of comparable data are there for Bangladesh and Ghana?
- 19 years are reported by both, from 1999 to 2019.
- How do Bangladesh and Ghana rank globally for percentage of teachers in upper secondary education who are female?
- Bangladesh ranks 118th and Ghana ranks 116th 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.