New Zealand vs Philippines: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- New Zealand
- Philippines
How they compare
Philippines currently reports 61.6% against 60.8% in New Zealand, a difference of 0.8%.
Across all 10 years both countries report, Philippines has been ahead every year.
New Zealand ranks 48th and Philippines ranks 46th of 131 countries.
Philippines has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | New Zealand | Philippines | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 56.5% | 76.3% | 19.8% | Philippines |
| 2000s | 57.4% | 76.6% | 19.2% | Philippines |
| 2010s | 60.5% | 65.6% | 5.2% | Philippines |
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, New Zealand or Philippines?
- Philippines, at 61.6% against 60.8% in New Zealand as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between New Zealand and Philippines?
- 0.8%, with Philippines ahead.
- How many years of comparable data are there for New Zealand and Philippines?
- 10 years are reported by both, from 1998 to 2018.
- How do New Zealand and Philippines rank globally for percentage of teachers in upper secondary education who are female?
- New Zealand ranks 48th and Philippines ranks 46th 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.