Gibraltar vs South Asia: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Gibraltar
- South Asia
How they compare
Gibraltar currently reports 65.0% against 41.3% in South Asia, a difference of 23.7%.
That makes Gibraltar's figure about 1.6 times South Asia's.
Across all 7 years both countries report, Gibraltar has been ahead every year.
Gibraltar ranks 34th and South Asia ranks 34th of 131 countries.
Gibraltar has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Gibraltar | South Asia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 75.0% | 29.8% | 45.2% | Gibraltar |
| 2000s | 47.0% | 32.6% | 14.4% | Gibraltar |
| 2010s | 65.5% | 39.6% | 25.9% | Gibraltar |
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, Gibraltar or South Asia?
- Gibraltar, at 65.0% against 41.3% in South Asia as of 2017.
- What is the difference in percentage of teachers in upper secondary education who are female between Gibraltar and South Asia?
- 23.7%, with Gibraltar ahead.
- How many years of comparable data are there for Gibraltar and South Asia?
- 7 years are reported by both, from 1999 to 2017.
- How do Gibraltar and South Asia rank globally for percentage of teachers in upper secondary education who are female?
- Gibraltar ranks 34th and South Asia ranks 34th 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.