Iceland vs Syrian Arab Republic: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Iceland
- Syrian Arab Republic
How they compare
Iceland currently reports 52.9% against 52.6% in Syrian Arab Republic, a difference of 0.3%.
Across all 6 years both countries report, Iceland has been ahead every year.
Iceland ranks 86th and Syrian Arab Republic ranks 88th of 131 countries.
Iceland has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Iceland | Syrian Arab Republic | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 51.1% | 45.4% | 5.7% | Iceland |
| 2010s | 52.7% | 49.7% | 3.0% | Iceland |
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 Syrian Arab Republic?
- Iceland, at 52.9% against 52.6% in Syrian Arab Republic as of 2012.
- What is the difference in percentage of teachers in upper secondary education who are female between Iceland and Syrian Arab Republic?
- 0.3%, with Iceland ahead.
- How many years of comparable data are there for Iceland and Syrian Arab Republic?
- 6 years are reported by both, from 2003 to 2011.
- How do Iceland and Syrian Arab Republic rank globally for percentage of teachers in upper secondary education who are female?
- Iceland ranks 86th and Syrian Arab Republic ranks 88th 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.