Germany vs Macau, China: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Germany
- Macau, China
How they compare
Germany currently reports 56.2% against 56.1% in Macau, China, a difference of 0.1%.
The two have swapped places 1 time across 20 shared years of data; in 1999 it was Macau, China ahead.
Germany ranks 64th and Macau, China ranks 65th of 131 countries.
Macau, China has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Germany | Macau, China | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 39.0% | 49.3% | 10.3% | Macau, China |
| 2000s | 45.0% | 51.7% | 6.7% | Macau, China |
| 2010s | 52.5% | 55.8% | 3.3% | Macau, China |
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, Germany or Macau, China?
- Germany, at 56.2% against 56.1% in Macau, China as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Germany and Macau, China?
- 0.1%, with Germany ahead.
- How many years of comparable data are there for Germany and Macau, China?
- 20 years are reported by both, from 1999 to 2018.
- How do Germany and Macau, China rank globally for percentage of teachers in upper secondary education who are female?
- Germany ranks 64th and Macau, China ranks 65th 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.