Saudi Arabia vs Palestine: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Saudi Arabia
- Palestine
How they compare
Saudi Arabia currently reports 52.8% against 52.3% in Palestine, a difference of 0.5%.
The two have swapped places 2 times across 9 shared years of data; in 2005 it was Saudi Arabia ahead.
Saudi Arabia ranks 87th and Palestine ranks 90th of 131 countries.
Saudi Arabia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Saudi Arabia | Palestine | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 53.6% | 47.3% | 6.3% | Saudi Arabia |
| 2010s | 52.4% | 49.3% | 3.1% | 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, Saudi Arabia or Palestine?
- Saudi Arabia, at 52.8% against 52.3% in Palestine as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Saudi Arabia and Palestine?
- 0.5%, with Saudi Arabia ahead.
- How many years of comparable data are there for Saudi Arabia and Palestine?
- 9 years are reported by both, from 2005 to 2019.
- How do Saudi Arabia and Palestine rank globally for percentage of teachers in upper secondary education who are female?
- Saudi Arabia ranks 87th and Palestine ranks 90th 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.