Canada vs Euro area: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Canada
- Euro area
How they compare
Canada currently reports 75.0% against 59.9% in Euro area, a difference of 15.1%.
That makes Canada's figure about 1.3 times Euro area's.
Across all 15 years both countries report, Canada has been ahead every year.
Canada ranks 7th and Euro area ranks 7th of 131 countries.
Canada has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Canada | Euro area | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 66.8% | 49.3% | 17.6% | Canada |
| 2000s | 72.5% | 56.8% | 15.7% | Canada |
| 2010s | 73.9% | 58.4% | 15.5% | Canada |
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, Canada or Euro area?
- Canada, at 75.0% against 59.9% in Euro area as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Canada and Euro area?
- 15.1%, with Canada ahead.
- How many years of comparable data are there for Canada and Euro area?
- 15 years are reported by both, from 1993 to 2018.
- How do Canada and Euro area rank globally for percentage of teachers in upper secondary education who are female?
- Canada ranks 7th and Euro area 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.