Europe & Central Asia (IDA & IBRD countries) vs Latvia: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Europe & Central Asia (IDA & IBRD countries)
- Latvia
How they compare
Latvia currently reports 80.3% against 73.9% in Europe & Central Asia (IDA & IBRD countries), a difference of 6.4%.
That makes Latvia's figure about 1.1 times Europe & Central Asia (IDA & IBRD countries)'s.
Across all 8 years both countries report, Latvia has been ahead every year.
Europe & Central Asia (IDA & IBRD countries) ranks 2nd and Latvia ranks 1st of 45 groups.
Latvia has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher percentage of teachers in upper secondary education who are female, Europe & Central Asia (IDA & IBRD countries) or Latvia?
- Latvia, at 80.3% against 73.9% in Europe & Central Asia (IDA & IBRD countries) as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Europe & Central Asia (IDA & IBRD countries) and Latvia?
- 6.4%, with Latvia ahead.
- How many years of comparable data are there for Europe & Central Asia (IDA & IBRD countries) and Latvia?
- 8 years are reported by both, from 2011 to 2018.
- How do Europe & Central Asia (IDA & IBRD countries) and Latvia rank globally for percentage of teachers in upper secondary education who are female?
- Europe & Central Asia (IDA & IBRD countries) ranks 2nd and Latvia ranks 1st of 45 groups.
- 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.