Percentage of teachers in lower secondary education who are female in Mali
Mali: Percentage of teachers in lower secondary education who are female was 15.7% in 2018. ▼ Falling
Percentage of teachers in lower secondary education who are female in Mali, 1999–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
Mali recorded 15.7% for percentage of teachers in lower secondary education who are female in 2018.
Compared with earlier readings it is up 19.7% on the previous year and up 19.0% over ten years.
Over the whole period, percentage of teachers in lower secondary education who are female in Mali peaked at 18.3% in 2003 and was at its lowest, 12.9%, in 2011.
Mali ranks 132nd of 138 countries on this measure, in the bottom quarter.
The long-run direction has been consistently falling across the 19 years of available data.
Percentage of teachers in lower secondary education who are female in Mali, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 17.1% | — |
| 2000 | 16.4% | -4.2% |
| 2001 | 15.9% | -2.6% |
| 2002 | 15.9% | -0.5% |
| 2003 | 18.3% | +15.6% |
| 2004 | 14.7% | -19.6% |
| 2005 | 14.8% | +0.6% |
| 2006 | 14.5% | -2.4% |
| 2007 | 14.0% | -3.6% |
| 2008 | 13.2% | -5.4% |
| 2009 | 13.7% | +3.6% |
| 2010 | 13.5% | -1.2% |
| 2011 | 12.9% | -4.9% |
| 2013 | 16.8% | +30.7% |
| 2014 | 15.6% | -7.1% |
| 2015 | 16.7% | +7.1% |
| 2016 | 15.2% | -9.0% |
| 2017 | 13.1% | -13.7% |
| 2018 | 15.7% | +19.7% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 17.1% | 17.1% | 17.1% | 1 |
| 2000s | 15.1% | 13.2% | 18.3% | 10 |
| 2010s | 14.9% | 12.9% | 16.8% | 8 |
Countries ranked near Mali
- 129 Senegal 18.8% compare
- 130 Burkina Faso 17.4% compare
- 131 Sierra Leone 15.9% compare
- 133 Comoros 14.9% compare
- 134 Benin 11.9% compare
- 135 Mauritania 11.7% compare
More education data for Mali
- Teachers in secondary education, both sexes (number), gaps filled 80,395 (2023)
- Repeaters in primary education, all grades, both sexes (number), gaps 512,692 (2023)
- Enrolment in pre-primary education, male (number), gaps filled 82,198 (2023)
- Enrolment in pre-primary education, female (number), gaps filled 83,509 (2023)
- Secondary education, pupils, gaps filled 1.31 million (2023)
- Primary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Primary education, pupils, gaps filled 2.97 million (2023)
- Primary education, pupils, annual growth rate -2.42 % change on previous year (2018)
- Primary education, pupils, per unit of GDP 0.0001 units per US$ of GDP (2023)
- Primary education, pupils, per capita 0.1251 units per person (2023)
Frequently asked questions
- What is percentage of teachers in lower secondary education who are female in Mali?
- Percentage of teachers in lower secondary education who are female in Mali was 15.7% in 2018, according to UNESCO Institute for Statistics.
- What is the highest percentage of teachers in lower secondary education who are female recorded in Mali?
- The highest recorded value was 18.3% in 2003.
- What is the lowest percentage of teachers in lower secondary education who are female recorded in Mali?
- The lowest recorded value was 12.9% in 2011.
- How does Mali rank for percentage of teachers in lower secondary education who are female?
- Mali ranks 132nd out of 138 countries with data for 2018.
- Is percentage of teachers in lower secondary education who are female rising or falling in Mali?
- Over the last ten years it is up 19.0%. The long-run trend across the full record is falling.
- Where does this Mali data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Percentage of teachers in lower secondary education who are female (%). Statizoid updates them automatically from the source API.
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About this data
Number of female teachers at the lower secondary level expressed as a percentage of the total number of teachers (male and female) at the lower 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.