High income vs Romania: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- High income
- Romania
How they compare
Romania currently reports 71.4% against 56.7% in High income, a difference of 14.7%.
That makes Romania's figure about 1.3 times High income's.
Across all 23 years both countries report, Romania has been ahead every year.
High income ranks 12th and Romania ranks 13th of 45 groups.
Romania has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | High income | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 48.5% | 59.4% | 10.9% | Romania |
| 2000s | 52.3% | 63.7% | 11.4% | Romania |
| 2010s | 55.3% | 69.4% | 14.1% | Romania |
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, High income or Romania?
- Romania, at 71.4% against 56.7% in High income as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between High income and Romania?
- 14.7%, with Romania ahead.
- How many years of comparable data are there for High income and Romania?
- 23 years are reported by both, from 1996 to 2018.
- How do High income and Romania rank globally for percentage of teachers in upper secondary education who are female?
- High income ranks 12th and Romania ranks 13th 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.
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.