Canada vs North America: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Canada
- North America
How they compare
Canada currently reports 75.0% against 58.9% in North America, a difference of 16.1%.
That makes Canada's figure about 1.3 times North America's.
Across all 15 years both countries report, Canada has been ahead every year.
Canada ranks 7th and North America ranks 9th of 131 countries.
Canada has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Canada | North America | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 66.8% | 52.3% | 14.5% | Canada |
| 2000s | 72.5% | 57.4% | 15.1% | Canada |
| 2010s | 73.9% | 58.3% | 15.7% | 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 North America?
- Canada, at 75.0% against 58.9% in North America as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Canada and North America?
- 16.1%, with Canada ahead.
- How many years of comparable data are there for Canada and North America?
- 15 years are reported by both, from 1993 to 2018.
- How do Canada and North America rank globally for percentage of teachers in upper secondary education who are female?
- Canada ranks 7th and North America ranks 9th 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.