Netherlands vs Sweden: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Netherlands
- Sweden
How they compare
Netherlands currently reports 53.9% against 53.8% in Sweden, a difference of 0.1%.
The two have swapped places 1 time across 7 shared years of data; in 1994 it was Sweden ahead.
Netherlands ranks 82nd and Sweden ranks 83rd of 131 countries.
Sweden has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Netherlands | Sweden | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 31.9% | 48.9% | 17.0% | Sweden |
| 2010s | 51.9% | 53.1% | 1.2% | Sweden |
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, Netherlands or Sweden?
- Netherlands, at 53.9% against 53.8% in Sweden as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Netherlands and Sweden?
- 0.1%, with Netherlands ahead.
- How many years of comparable data are there for Netherlands and Sweden?
- 7 years are reported by both, from 1994 to 2018.
- How do Netherlands and Sweden rank globally for percentage of teachers in upper secondary education who are female?
- Netherlands ranks 82nd and Sweden ranks 83rd 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.