Israel vs Middle income: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Israel
- Middle income
How they compare
Israel currently reports 68.0% against 50.9% in Middle income, a difference of 17.1%.
That makes Israel's figure about 1.3 times Middle income's.
Across all 12 years both countries report, Israel has been ahead every year.
Israel ranks 22nd and Middle income ranks 23rd of 131 countries.
Israel has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Israel | Middle income | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 64.7% | 49.6% | 15.1% | Israel |
| 2000s | 66.4% | 47.3% | 19.1% | Israel |
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, Israel or Middle income?
- Israel, at 68.0% against 50.9% in Middle income as of 2009.
- What is the difference in percentage of teachers in upper secondary education who are female between Israel and Middle income?
- 17.1%, with Israel ahead.
- How many years of comparable data are there for Israel and Middle income?
- 12 years are reported by both, from 1998 to 2009.
- How do Israel and Middle income rank globally for percentage of teachers in upper secondary education who are female?
- Israel ranks 22nd and Middle income ranks 23rd 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.