Bulgaria vs Canada: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Bulgaria
- Canada
How they compare
Bulgaria currently reports 77.0% against 75.0% in Canada, a difference of 2.0%.
The two have swapped places 1 time across 11 shared years of data; in 1996 it was Canada ahead.
Bulgaria ranks 5th and Canada ranks 7th of 131 countries.
Across the 3 decades both report, Bulgaria averaged higher in 2 and Canada in 1.
Head to head by decade
| Decade | Bulgaria | Canada | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 67.2% | 67.2% | 0.0% | Canada |
| 2000s | 76.8% | 72.5% | 4.4% | Bulgaria |
| 2010s | 77.6% | 73.9% | 3.7% | Bulgaria |
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, Bulgaria or Canada?
- Bulgaria, at 77.0% against 75.0% in Canada as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Bulgaria and Canada?
- 2.0%, with Bulgaria ahead.
- How many years of comparable data are there for Bulgaria and Canada?
- 11 years are reported by both, from 1996 to 2018.
- How do Bulgaria and Canada rank globally for percentage of teachers in upper secondary education who are female?
- Bulgaria ranks 5th and Canada ranks 7th 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.