Percentage of teachers in upper secondary education who are female in Niger
Niger: Percentage of teachers in upper secondary education who are female was 19.2% in 2018. ▲ Rising
Percentage of teachers in upper secondary education who are female in Niger, 1997–2018
Source: UNESCO Institute for Statistics. Measured in %.
Analysis
Niger recorded 19.2% for percentage of teachers in upper secondary education who are female in 2018.
Compared with earlier readings it is down 2.2% on the previous year and up 53.0% over ten years.
Over the whole period, percentage of teachers in upper secondary education who are female in Niger peaked at 19.7% in 2017 and was at its lowest, 11.2%, in 2001.
That places Niger 121st out of 131 countries with data for 2018, putting it in the bottom quarter.
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 Niger, year by year
| Year | % | Change |
|---|---|---|
| 1997 | 12.6% | — |
| 1998 | 12.8% | +1.7% |
| 1999 | 11.7% | -9.3% |
| 2001 | 11.2% | -3.5% |
| 2002 | 13.0% | +15.7% |
| 2003 | 13.6% | +4.2% |
| 2004 | 14.4% | +6.1% |
| 2005 | 11.8% | -17.7% |
| 2006 | 12.6% | +6.2% |
| 2010 | 13.9% | +10.7% |
| 2011 | 16.4% | +18.1% |
| 2013 | 15.3% | -7.0% |
| 2014 | 18.2% | +19.4% |
| 2015 | 12.6% | -31.0% |
| 2016 | 17.8% | +41.2% |
| 2017 | 19.7% | +10.6% |
| 2018 | 19.2% | -2.2% |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | 12.4% | 11.7% | 12.8% | 3 |
| 2000s | 12.8% | 11.2% | 14.4% | 6 |
| 2010s | 16.6% | 12.6% | 19.7% | 8 |
Countries ranked near Niger
- 118 Bangladesh 20.1% compare
- 119 Mozambique 20.0% compare
- 120 Comoros 19.7% compare
- 122 Nepal 18.7% compare
- 123 Burkina Faso 17.4% compare
- 124 Senegal 14.5% compare
More education data for Niger
- Teachers in secondary education, both sexes (number), gaps filled 28,148 (2024)
- Repeaters in primary education, all grades, both sexes (number), gaps 208,506 (2024)
- Enrolment in pre-primary education, male (number), gaps filled 94,973 (2024)
- Enrolment in pre-primary education, female (number), gaps filled 98,608 (2024)
- Secondary education, pupils, gaps filled 870,368 (2024)
- Primary education, duration (years), annual growth rate 0 % change on previous year (2025)
- Primary education, pupils, gaps filled 3.00 million (2024)
- Primary education, pupils, annual growth rate -0.6666 % change on previous year (2024)
- Primary education, pupils, per unit of GDP 0.0002 units per US$ of GDP (2024)
- Primary education, pupils, per capita 0.1111 units per person (2024)
Frequently asked questions
- What is percentage of teachers in upper secondary education who are female in Niger?
- Percentage of teachers in upper secondary education who are female in Niger was 19.2% in 2018, according to UNESCO Institute for Statistics.
- What is the highest percentage of teachers in upper secondary education who are female recorded in Niger?
- The highest recorded value was 19.7% in 2017.
- What is the lowest percentage of teachers in upper secondary education who are female recorded in Niger?
- The lowest recorded value was 11.2% in 2001.
- How does Niger rank for percentage of teachers in upper secondary education who are female?
- Niger ranks 121st out of 131 countries with data for 2018.
- Is percentage of teachers in upper secondary education who are female rising or falling in Niger?
- Over the last ten years it is up 53.0%. The long-run trend across the full record is rising.
- Where does this Niger 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.