Middle income vs Oman: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Middle income
- Oman
How they compare
Oman currently reports 68.0% against 50.9% in Middle income, a difference of 17.1%.
That makes Oman's figure about 1.3 times Middle income's.
The two have swapped places 4 times across 14 shared years of data; in 1994 it was Oman ahead.
Middle income ranks 23rd and Oman ranks 21st of 45 groups.
Oman has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Middle income | Oman | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 46.5% | 49.3% | 2.8% | Oman |
| 2000s | 47.6% | 51.3% | 3.7% | Oman |
| 2010s | 50.7% | 68.0% | 17.3% | Oman |
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, Middle income or Oman?
- Oman, at 68.0% against 50.9% in Middle income as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Middle income and Oman?
- 17.1%, with Oman ahead.
- How many years of comparable data are there for Middle income and Oman?
- 14 years are reported by both, from 1994 to 2019.
- How do Middle income and Oman rank globally for percentage of teachers in upper secondary education who are female?
- Middle income ranks 23rd and Oman ranks 21st 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.