Bhutan vs Egypt: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Bhutan
- Egypt
How they compare
Egypt currently reports 44.7% against 39.4% in Bhutan, a difference of 5.3%.
That makes Egypt's figure about 1.1 times Bhutan's.
Across all 6 years both countries report, Egypt has been ahead every year.
Bhutan ranks 106th and Egypt ranks 103rd of 131 countries.
Egypt has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bhutan | Egypt | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 32.8% | 37.9% | 5.1% | Egypt |
| 2000s | 40.8% | 41.5% | 0.7% | Egypt |
| 2010s | 37.9% | 42.3% | 4.4% | Egypt |
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, Bhutan or Egypt?
- Egypt, at 44.7% against 39.4% in Bhutan as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Bhutan and Egypt?
- 5.3%, with Egypt ahead.
- How many years of comparable data are there for Bhutan and Egypt?
- 6 years are reported by both, from 1999 to 2018.
- How do Bhutan and Egypt rank globally for percentage of teachers in upper secondary education who are female?
- Bhutan ranks 106th and Egypt ranks 103rd 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.