Croatia vs Oman: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Croatia
- Oman
How they compare
Oman currently reports 68.0% against 67.2% in Croatia, a difference of 0.8%.
The two have swapped places 1 time across 9 shared years of data; in 1996 it was Croatia ahead.
Croatia ranks 24th and Oman ranks 21st of 131 countries.
Across the 3 decades both report, Croatia averaged higher in 2 and Oman in 1.
Head to head by decade
| Decade | Croatia | Oman | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 61.4% | 50.3% | 11.1% | Croatia |
| 2000s | 63.6% | 52.3% | 11.4% | Croatia |
| 2010s | 67.2% | 68.3% | 1.1% | Oman |
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, Croatia or Oman?
- Oman, at 68.0% against 67.2% in Croatia as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Croatia and Oman?
- 0.8%, with Oman ahead.
- How many years of comparable data are there for Croatia and Oman?
- 9 years are reported by both, from 1996 to 2018.
- How do Croatia and Oman rank globally for percentage of teachers in upper secondary education who are female?
- Croatia ranks 24th and Oman ranks 21st 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.