Bangladesh vs Niger: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Bangladesh
- Niger
How they compare
Bangladesh currently reports 20.1% against 19.2% in Niger, a difference of 0.9%.
The two have swapped places 2 times across 14 shared years of data; in 1998 it was Niger ahead.
Bangladesh ranks 118th and Niger ranks 121st of 131 countries.
Bangladesh has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bangladesh | Niger | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 12.9% | 12.2% | 0.7% | Bangladesh |
| 2000s | 17.2% | 12.8% | 4.4% | Bangladesh |
| 2010s | 20.2% | 17.0% | 3.1% | Bangladesh |
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 Niger?
- Bangladesh, at 20.1% against 19.2% in Niger as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Bangladesh and Niger?
- 0.9%, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Niger?
- 14 years are reported by both, from 1998 to 2018.
- How do Bangladesh and Niger rank globally for percentage of teachers in upper secondary education who are female?
- Bangladesh ranks 118th and Niger ranks 121st 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.