Percentage of teachers in upper secondary education who are female in Latvia
Latvia: Percentage of teachers in upper secondary education who are female was 80.3% in 2018. ▲ Rising
Percentage of teachers in upper secondary education who are female in Latvia, 1996–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
The most recent figure for percentage of teachers in upper secondary education who are female in Latvia is 80.3%, measured in 2018.
The figure is down 0.2% on the previous year and up 0.9% over ten years.
Over the whole period, percentage of teachers in upper secondary education who are female in Latvia peaked at 85.0% in 2006 and was at its lowest, 70.2%, in 1997.
That places Latvia 1st out of 131 countries with data for 2018, putting it in the top 10%.
The long-run direction has been consistently rising across the 23 years of available data.
Percentage of teachers in upper secondary education who are female in Latvia, year by year
| Year | % | Change |
|---|---|---|
| 1996 | 71.9% | — |
| 1997 | 70.2% | -2.4% |
| 1998 | 75.6% | +7.8% |
| 1999 | 75.8% | +0.3% |
| 2000 | 74.3% | -2.1% |
| 2001 | 75.3% | +1.4% |
| 2002 | 75.7% | +0.6% |
| 2003 | 76.8% | +1.4% |
| 2004 | 77.9% | +1.5% |
| 2005 | 80.5% | +3.3% |
| 2006 | 85.0% | +5.5% |
| 2007 | 79.1% | -6.9% |
| 2008 | 79.5% | +0.5% |
| 2009 | 80.0% | +0.6% |
| 2010 | 81.5% | +1.9% |
| 2011 | 80.5% | -1.3% |
| 2012 | 80.8% | +0.4% |
| 2013 | 80.7% | -0.1% |
| 2014 | 81.0% | +0.3% |
| 2015 | 80.4% | -0.7% |
| 2016 | 80.1% | -0.3% |
| 2017 | 80.4% | +0.4% |
| 2018 | 80.3% | -0.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 73.4% | 70.2% | 75.8% | 4 |
| 2000s | 78.4% | 74.3% | 85.0% | 10 |
| 2010s | 80.6% | 80.1% | 81.5% | 9 |
Countries ranked near Latvia
More education data for Latvia
- Teachers in secondary education, both sexes (number), gaps filled 12,484 (2024)
- Repeaters in primary education, all grades, both sexes (number), gaps 1,003 (2024)
- Enrolment in pre-primary education, male (number), gaps filled 39,631 (2024)
- Enrolment in pre-primary education, female (number), gaps filled 36,792 (2024)
- Secondary education, pupils, gaps filled 123,994 (2024)
- Primary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Primary education, pupils, gaps filled 123,956 (2024)
- Primary education, pupils, annual growth rate 1.65 % change on previous year (2024)
- Primary education, pupils, per unit of GDP 0 units per US$ of GDP (2024)
- Primary education, pupils, per capita 0.0664 units per person (2024)
Frequently asked questions
- What is percentage of teachers in upper secondary education who are female in Latvia?
- Percentage of teachers in upper secondary education who are female in Latvia was 80.3% in 2018, according to UNESCO Institute for Statistics.
- What is the highest percentage of teachers in upper secondary education who are female recorded in Latvia?
- The highest recorded value was 85.0% in 2006.
- What is the lowest percentage of teachers in upper secondary education who are female recorded in Latvia?
- The lowest recorded value was 70.2% in 1997.
- How does Latvia rank for percentage of teachers in upper secondary education who are female?
- Latvia ranks 1st out of 131 countries with data for 2018.
- Is percentage of teachers in upper secondary education who are female rising or falling in Latvia?
- Over the last ten years it is up 0.9%. The long-run trend across the full record is rising.
- Where does this Latvia 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.