Percentage of teachers in upper secondary education who are female in China
China: Percentage of teachers in upper secondary education who are female was 53.9% in 2019. ▲ Rising
Percentage of teachers in upper secondary education who are female in China, 1996–2019
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
China recorded 53.9% for percentage of teachers in upper secondary education who are female in 2019. That is the highest value across all 19 years on record.
The figure is up 1.5% on the previous year and up 16.1% over ten years.
Over the whole period, percentage of teachers in upper secondary education who are female in China peaked at 53.9% in 2019 and was at its lowest, 30.1%, in 1996.
China ranks 81st of 131 countries on this measure, in the middle of the range.
The long-run direction has been consistently rising across the 19 years of available data.
Percentage of teachers in upper secondary education who are female in China, year by year
| Year | % | Change |
|---|---|---|
| 1996 | 30.1% | — |
| 1997 | 32.6% | +8.2% |
| 2000 | 38.6% | +18.4% |
| 2001 | 39.2% | +1.6% |
| 2002 | 39.2% | +0.0% |
| 2003 | 40.9% | +4.3% |
| 2006 | 42.6% | +4.0% |
| 2007 | 42.6% | +0.0% |
| 2009 | 46.5% | +9.2% |
| 2010 | 47.6% | +2.4% |
| 2011 | 48.1% | +1.1% |
| 2012 | 48.6% | +1.0% |
| 2013 | 49.1% | +1.1% |
| 2014 | 49.9% | +1.4% |
| 2015 | 50.7% | +1.6% |
| 2016 | 51.3% | +1.2% |
| 2017 | 52.1% | +1.7% |
| 2018 | 53.2% | +2.0% |
| 2019 | 53.9% | +1.5% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 31.4% | 30.1% | 32.6% | 2 |
| 2000s | 41.4% | 38.6% | 46.5% | 7 |
| 2010s | 50.4% | 47.6% | 53.9% | 10 |
Countries ranked near China
More education data for China
- Teachers in secondary education, both sexes (number), gaps filled 7.41 million (2024)
- Repeaters in primary education, all grades, both sexes (number), gaps 7,020 (2021)
- Enrolment in pre-primary education, male (number), gaps filled 21.58 million (2024)
- Enrolment in pre-primary education, female (number), gaps filled 19.36 million (2024)
- Secondary education, pupils, gaps filled 97.98 million (2024)
- Primary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Primary education, pupils, gaps filled 108.57 million (2024)
- Primary education, pupils, annual growth rate 0.9587 % change on previous year (2024)
- Primary education, pupils, per unit of GDP 0 units per US$ of GDP (2024)
- Primary education, pupils, per capita 0.0771 units per person (2024)
Frequently asked questions
- What is percentage of teachers in upper secondary education who are female in China?
- Percentage of teachers in upper secondary education who are female in China was 53.9% in 2019, according to UNESCO Institute for Statistics.
- What is the highest percentage of teachers in upper secondary education who are female recorded in China?
- The highest recorded value was 53.9% in 2019.
- What is the lowest percentage of teachers in upper secondary education who are female recorded in China?
- The lowest recorded value was 30.1% in 1996.
- How does China rank for percentage of teachers in upper secondary education who are female?
- China ranks 81st out of 131 countries with data for 2019.
- Is percentage of teachers in upper secondary education who are female rising or falling in China?
- Over the last ten years it is up 16.1%. The long-run trend across the full record is rising.
- Where does this China data come from?
- The figures come from UNESCO Institute for Statistics, published as part of Percentage of teachers in upper secondary education who are female (%). Statizoid updates them automatically from the source API.
Download this data
CSV · JSON — 19 observations, free to reuse under CC BY 4.0 (World Bank Open Data).
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.