Mongolia vs Small states: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Mongolia
- Small states
How they compare
Mongolia currently reports 70.4% against 55.1% in Small states, a difference of 15.3%.
That makes Mongolia's figure about 1.3 times Small states's.
Across all 8 years both countries report, Mongolia has been ahead every year.
Mongolia ranks 15th and Small states ranks 13th of 131 countries.
Mongolia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Mongolia | Small states | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 66.9% | 49.8% | 17.1% | Mongolia |
| 2000s | 69.5% | 51.5% | 18.0% | Mongolia |
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, Mongolia or Small states?
- Mongolia, at 70.4% against 55.1% in Small states as of 2006.
- What is the difference in percentage of teachers in upper secondary education who are female between Mongolia and Small states?
- 15.3%, with Mongolia ahead.
- How many years of comparable data are there for Mongolia and Small states?
- 8 years are reported by both, from 1999 to 2006.
- How do Mongolia and Small states rank globally for percentage of teachers in upper secondary education who are female?
- Mongolia ranks 15th and Small states ranks 13th 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.