Belgium vs Heavily indebted poor countries (HIPC): Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Belgium
- Heavily indebted poor countries (HIPC)
How they compare
Belgium currently reports 62.9% against 21.1% in Heavily indebted poor countries (HIPC), a difference of 41.8%.
That makes Belgium's figure about 3.0 times Heavily indebted poor countries (HIPC)'s.
Across all 5 years both countries report, Belgium has been ahead every year.
Belgium ranks 41st and Heavily indebted poor countries (HIPC) ranks 43rd of 131 countries.
Belgium has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher percentage of teachers in upper secondary education who are female, Belgium or Heavily indebted poor countries (HIPC)?
- Belgium, at 62.9% against 21.1% in Heavily indebted poor countries (HIPC) as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Belgium and Heavily indebted poor countries (HIPC)?
- 41.8%, with Belgium ahead.
- How many years of comparable data are there for Belgium and Heavily indebted poor countries (HIPC)?
- 5 years are reported by both, from 2013 to 2017.
- How do Belgium and Heavily indebted poor countries (HIPC) rank globally for percentage of teachers in upper secondary education who are female?
- Belgium ranks 41st and Heavily indebted poor countries (HIPC) ranks 43rd 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.
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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.