Heavily indebted poor countries (HIPC) vs Malaysia: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Heavily indebted poor countries (HIPC)
- Malaysia
How they compare
Malaysia currently reports 62.5% against 21.1% in Heavily indebted poor countries (HIPC), a difference of 41.4%.
That makes Malaysia's figure about 3.0 times Heavily indebted poor countries (HIPC)'s.
Across all 5 years both countries report, Malaysia has been ahead every year.
Heavily indebted poor countries (HIPC) ranks 43rd and Malaysia ranks 42nd of 45 groups.
Malaysia 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, Heavily indebted poor countries (HIPC) or Malaysia?
- Malaysia, at 62.5% against 21.1% in Heavily indebted poor countries (HIPC) as of 2004.
- What is the difference in percentage of teachers in upper secondary education who are female between Heavily indebted poor countries (HIPC) and Malaysia?
- 41.4%, with Malaysia ahead.
- How many years of comparable data are there for Heavily indebted poor countries (HIPC) and Malaysia?
- 5 years are reported by both, from 2000 to 2004.
- How do Heavily indebted poor countries (HIPC) and Malaysia rank globally for percentage of teachers in upper secondary education who are female?
- Heavily indebted poor countries (HIPC) ranks 43rd and Malaysia ranks 42nd 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.