France vs United Kingdom: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- France
- United Kingdom
How they compare
United Kingdom currently reports 59.9% against 59.6% in France, a difference of 0.3%.
Across all 12 years both countries report, United Kingdom has been ahead every year.
France ranks 54th and United Kingdom ranks 52nd of 131 countries.
United Kingdom has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | France | United Kingdom | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 46.9% | 56.4% | 9.6% | United Kingdom |
| 2000s | 52.3% | 60.3% | 7.9% | United Kingdom |
| 2010s | 57.0% | 60.8% | 3.7% | United Kingdom |
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, France or United Kingdom?
- United Kingdom, at 59.9% against 59.6% in France as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between France and United Kingdom?
- 0.3%, with United Kingdom ahead.
- How many years of comparable data are there for France and United Kingdom?
- 12 years are reported by both, from 1999 to 2018.
- How do France and United Kingdom rank globally for percentage of teachers in upper secondary education who are female?
- France ranks 54th and United Kingdom ranks 52nd 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.