Low income vs New Zealand: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Low income
- New Zealand
How they compare
New Zealand currently reports 60.8% against 19.9% in Low income, a difference of 40.9%.
That makes New Zealand's figure about 3.1 times Low income's.
Across all 16 years both countries report, New Zealand has been ahead every year.
Low income ranks 45th and New Zealand ranks 48th of 45 groups.
New Zealand has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Low income | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 25.4% | 57.1% | 31.7% | New Zealand |
| 2010s | 21.6% | 59.6% | 38.0% | New Zealand |
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, Low income or New Zealand?
- New Zealand, at 60.8% against 19.9% in Low income as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Low income and New Zealand?
- 40.9%, with New Zealand ahead.
- How many years of comparable data are there for Low income and New Zealand?
- 16 years are reported by both, from 2001 to 2018.
- How do Low income and New Zealand rank globally for percentage of teachers in upper secondary education who are female?
- Low income ranks 45th and New Zealand ranks 48th 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.