OECD members vs Slovakia: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- OECD members
- Slovakia
How they compare
Slovakia currently reports 72.0% against 54.8% in OECD members, a difference of 17.2%.
That makes Slovakia's figure about 1.3 times OECD members's.
Across all 22 years both countries report, Slovakia has been ahead every year.
OECD members ranks 15th and Slovakia ranks 12th of 45 groups.
Slovakia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | OECD members | Slovakia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 47.7% | 64.9% | 17.2% | Slovakia |
| 2000s | 50.7% | 69.7% | 19.0% | Slovakia |
| 2010s | 53.4% | 71.8% | 18.4% | Slovakia |
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, OECD members or Slovakia?
- Slovakia, at 72.0% against 54.8% in OECD members as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between OECD members and Slovakia?
- 17.2%, with Slovakia ahead.
- How many years of comparable data are there for OECD members and Slovakia?
- 22 years are reported by both, from 1997 to 2018.
- How do OECD members and Slovakia rank globally for percentage of teachers in upper secondary education who are female?
- OECD members ranks 15th and Slovakia ranks 12th 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.
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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.