Estonia vs OECD members: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Estonia
- OECD members
How they compare
Estonia currently reports 69.7% against 54.8% in OECD members, a difference of 14.9%.
That makes Estonia's figure about 1.3 times OECD members's.
Across all 11 years both countries report, Estonia has been ahead every year.
Estonia ranks 18th and OECD members ranks 15th of 131 countries.
Estonia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Estonia | OECD members | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 77.4% | 47.2% | 30.2% | Estonia |
| 2000s | 76.0% | 50.7% | 25.3% | Estonia |
| 2010s | 72.1% | 53.2% | 18.9% | Estonia |
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, Estonia or OECD members?
- Estonia, at 69.7% against 54.8% in OECD members as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Estonia and OECD members?
- 14.9%, with Estonia ahead.
- How many years of comparable data are there for Estonia and OECD members?
- 11 years are reported by both, from 1996 to 2018.
- How do Estonia and OECD members rank globally for percentage of teachers in upper secondary education who are female?
- Estonia ranks 18th and OECD members ranks 15th 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.
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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.