Mali vs Nepal: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Mali
- Nepal
How they compare
Nepal currently reports 18.7% against 14.1% in Mali, a difference of 4.6%.
That makes Nepal's figure about 1.3 times Mali's.
The two have swapped places 3 times across 9 shared years of data; in 1999 it was Mali ahead.
Mali ranks 125th and Nepal ranks 122nd of 131 countries.
Across the 3 decades both report, Mali averaged higher in 1 and Nepal in 2.
Head to head by decade
| Decade | Mali | Nepal | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 9.5% | 6.8% | 2.7% | Mali |
| 2000s | 8.7% | 9.6% | 1.0% | Nepal |
| 2010s | 15.0% | 16.8% | 1.8% | Nepal |
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, Mali or Nepal?
- Nepal, at 18.7% against 14.1% in Mali as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Mali and Nepal?
- 4.6%, with Nepal ahead.
- How many years of comparable data are there for Mali and Nepal?
- 9 years are reported by both, from 1999 to 2017.
- How do Mali and Nepal rank globally for percentage of teachers in upper secondary education who are female?
- Mali ranks 125th and Nepal ranks 122nd 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.