Georgia vs Latvia: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Georgia
- Latvia
How they compare
Latvia currently reports 80.3% against 77.3% in Georgia, a difference of 3.0%.
The two have swapped places 1 time across 8 shared years of data; in 2000 it was Georgia ahead.
Georgia ranks 4th and Latvia ranks 1st of 131 countries.
Across the 2 decades both report, Georgia averaged higher in 1 and Latvia in 1.
Head to head by decade
| Decade | Georgia | Latvia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 80.3% | 77.1% | 3.2% | Georgia |
| 2010s | 78.3% | 80.5% | 2.1% | Latvia |
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, Georgia or Latvia?
- Latvia, at 80.3% against 77.3% in Georgia as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Georgia and Latvia?
- 3.0%, with Latvia ahead.
- How many years of comparable data are there for Georgia and Latvia?
- 8 years are reported by both, from 2000 to 2018.
- How do Georgia and Latvia rank globally for percentage of teachers in upper secondary education who are female?
- Georgia ranks 4th and Latvia ranks 1st 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.