Bhutan vs Madagascar: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Bhutan
- Madagascar
How they compare
Bhutan currently reports 39.4% against 38.6% in Madagascar, a difference of 0.8%.
The two have swapped places 2 times across 5 shared years of data; in 2009 it was Bhutan ahead.
Bhutan ranks 106th and Madagascar ranks 107th of 131 countries.
Across the 2 decades both report, Bhutan averaged higher in 1 and Madagascar in 1.
Head to head by decade
| Decade | Bhutan | Madagascar | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 40.8% | 39.2% | 1.6% | Bhutan |
| 2010s | 36.0% | 39.7% | 3.7% | Madagascar |
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 Madagascar?
- Bhutan, at 39.4% against 38.6% in Madagascar as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Bhutan and Madagascar?
- 0.8%, with Bhutan ahead.
- How many years of comparable data are there for Bhutan and Madagascar?
- 5 years are reported by both, from 2009 to 2018.
- How do Bhutan and Madagascar rank globally for percentage of teachers in upper secondary education who are female?
- Bhutan ranks 106th and Madagascar ranks 107th 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.