Percentage of teachers in upper secondary education who are female in Dominica
Dominica: Percentage of teachers in upper secondary education who are female was 72.8% in 2016. ▲ Rising
Percentage of teachers in upper secondary education who are female in Dominica, 1999–2016
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
Dominica recorded 72.8% for percentage of teachers in upper secondary education who are female in 2016.
That represents a change of down 0.4% on the previous year and up 11.3% over ten years.
Over the whole period, percentage of teachers in upper secondary education who are female in Dominica peaked at 74.2% in 2009 and was at its lowest, 62.4%, in 2005.
That places Dominica 11th out of 131 countries with data for 2016, putting it in the top 10%.
The long-run direction has been consistently rising across the 17 years of available data.
Percentage of teachers in upper secondary education who are female in Dominica, year by year
| Year | % | Change |
|---|---|---|
| 1999 | 66.7% | — |
| 2000 | 65.2% | -2.2% |
| 2001 | 67.6% | +3.6% |
| 2002 | 68.0% | +0.6% |
| 2003 | 68.6% | +0.9% |
| 2004 | 65.6% | -4.3% |
| 2005 | 62.4% | -4.9% |
| 2006 | 65.4% | +4.8% |
| 2007 | 63.6% | -2.8% |
| 2008 | 64.5% | +1.6% |
| 2009 | 74.2% | +14.9% |
| 2010 | 66.4% | -10.5% |
| 2011 | 72.4% | +9.2% |
| 2012 | 72.6% | +0.2% |
| 2013 | 70.2% | -3.3% |
| 2014 | 73.0% | +4.1% |
| 2016 | 72.8% | -0.4% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 66.7% | 66.7% | 66.7% | 1 |
| 2000s | 66.5% | 62.4% | 74.2% | 10 |
| 2010s | 71.2% | 66.4% | 73.0% | 6 |
Countries ranked near Dominica
- 8 Republic of Moldova 74.1% compare
- 9 Puerto Rico 73.5% compare
- 10 Antigua and Barbuda 72.9% compare
- 12 Slovakia 72.0% compare
- 13 Romania 71.4% compare
- 14 Thailand 70.8% compare
More education data for Dominica
- Teachers in secondary education, both sexes (number), gaps filled 511 (2023)
- Repeaters in primary education, all grades, both sexes (number), gaps 148 (2025)
- Enrolment in pre-primary education, male (number), gaps filled 676 (2023)
- Enrolment in pre-primary education, female (number), gaps filled 679 (2023)
- Secondary education, pupils, gaps filled 4,483 (2023)
- Primary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Primary education, pupils, gaps filled 5,427 (2025)
- Primary education, pupils, annual growth rate -2.11 % change on previous year (2025)
- Primary education, pupils, per unit of GDP 0 units per US$ of GDP (2025)
- Primary education, pupils, per capita 0.0824 units per person (2025)
Frequently asked questions
- What is percentage of teachers in upper secondary education who are female in Dominica?
- Percentage of teachers in upper secondary education who are female in Dominica was 72.8% in 2016, according to UNESCO Institute for Statistics.
- What is the highest percentage of teachers in upper secondary education who are female recorded in Dominica?
- The highest recorded value was 74.2% in 2009.
- What is the lowest percentage of teachers in upper secondary education who are female recorded in Dominica?
- The lowest recorded value was 62.4% in 2005.
- How does Dominica rank for percentage of teachers in upper secondary education who are female?
- Dominica ranks 11th out of 131 countries with data for 2016.
- Is percentage of teachers in upper secondary education who are female rising or falling in Dominica?
- Over the last ten years it is up 11.3%. The long-run trend across the full record is rising.
- Where does this Dominica 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.
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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.