Iceland vs Qatar: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Iceland
- Qatar
How they compare
Qatar currently reports 53.7% against 52.9% in Iceland, a difference of 0.8%.
The two have swapped places 2 times across 12 shared years of data; in 1998 it was Qatar ahead.
Iceland ranks 86th and Qatar ranks 84th of 131 countries.
Qatar has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Iceland | Qatar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 44.0% | 56.9% | 12.9% | Qatar |
| 2000s | 50.2% | 54.8% | 4.6% | Qatar |
| 2010s | 52.2% | 54.0% | 1.7% | Qatar |
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, Iceland or Qatar?
- Qatar, at 53.7% against 52.9% in Iceland as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Iceland and Qatar?
- 0.8%, with Qatar ahead.
- How many years of comparable data are there for Iceland and Qatar?
- 12 years are reported by both, from 1998 to 2012.
- How do Iceland and Qatar rank globally for percentage of teachers in upper secondary education who are female?
- Iceland ranks 86th and Qatar ranks 84th 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.