Cyprus vs IDA only: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Cyprus
- IDA only
How they compare
Cyprus currently reports 61.7% against 22.9% in IDA only, a difference of 38.8%.
That makes Cyprus's figure about 2.7 times IDA only's.
Across all 18 years both countries report, Cyprus has been ahead every year.
Cyprus ranks 44th and IDA only ranks 42nd of 131 countries.
Cyprus has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cyprus | IDA only | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 54.3% | 22.4% | 31.9% | Cyprus |
| 2010s | 60.3% | 23.3% | 37.0% | Cyprus |
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, Cyprus or IDA only?
- Cyprus, at 61.7% against 22.9% in IDA only as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Cyprus and IDA only?
- 38.8%, with Cyprus ahead.
- How many years of comparable data are there for Cyprus and IDA only?
- 18 years are reported by both, from 2001 to 2018.
- How do Cyprus and IDA only rank globally for percentage of teachers in upper secondary education who are female?
- Cyprus ranks 44th and IDA only ranks 42nd 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.