Qatar vs Saudi Arabia: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Qatar
- Saudi Arabia
How they compare
Qatar currently reports 53.7% against 52.8% in Saudi Arabia, a difference of 0.9%.
The two have swapped places 4 times across 9 shared years of data; in 2005 it was Qatar ahead.
Qatar ranks 84th and Saudi Arabia ranks 87th of 131 countries.
Across the 2 decades both report, Qatar averaged higher in 1 and Saudi Arabia in 1.
Head to head by decade
| Decade | Qatar | Saudi Arabia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 55.7% | 53.6% | 2.2% | Qatar |
| 2010s | 52.4% | 52.4% | 0.0% | Saudi Arabia |
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, Qatar or Saudi Arabia?
- Qatar, at 53.7% against 52.8% in Saudi Arabia as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Qatar and Saudi Arabia?
- 0.9%, with Qatar ahead.
- How many years of comparable data are there for Qatar and Saudi Arabia?
- 9 years are reported by both, from 2005 to 2019.
- How do Qatar and Saudi Arabia rank globally for percentage of teachers in upper secondary education who are female?
- Qatar ranks 84th and Saudi Arabia ranks 87th 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.