Lower middle income - Primary education, teachers (% female)

Primary education, teachers (% female) in Lower middle income was 60.44 as of 2019. Its highest value over the past 49 years was 60.44 in 2019, while its lowest value was 36.83 in 1972.

Definition: Female teachers as a percentage of total primary education teachers includes full-time and part-time teachers.

Source: UNESCO Institute for Statistics (http://uis.unesco.org/)

See also:

Year Value
1970 36.91
1971 36.90
1972 36.83
1973 37.00
1974 37.06
1975 37.03
1976 37.48
1977 37.98
1978 38.10
1979 38.62
1980 39.09
1981 38.90
1982 39.02
1983 39.31
1984 40.01
1985 41.49
1986 42.30
1987 43.12
1988 44.37
1989 44.64
1990 44.91
1991 45.22
1992 45.64
1993 46.05
1994 46.55
1995 46.79
1996 47.25
1997 47.31
1998 47.76
1999 48.03
2000 48.13
2001 48.45
2002 48.67
2003 51.47
2004 51.74
2005 52.97
2006 52.89
2007 52.55
2008 53.21
2009 53.84
2010 54.54
2011 55.25
2012 56.03
2013 56.25
2014 56.77
2015 57.30
2016 57.84
2017 58.94
2018 59.99
2019 60.44

Development Relevance: The share of female teachers shows the level of gender representation in the teaching force. A value of greater than 50% indicates more opportunities or preference for women to participate in teaching activities. Women teachers are important as they serve as role models to girls and help to attract and retain girls in school.

Other Notes: Data retrieved via API in March 2019. For detailed information on the observation level (e.g. National Estimation, UIS Estimation, or Category not applicable), please visit UIS.Stat (http://data.uis.unesco.org/).

Statistical Concept and Methodology: The share of female teachers in primary education is calculated by dividing the total number of female teachers at primary level of education by the total number of teachers at the same level, and multiplying by 100. Data on education are collected by the UNESCO Institute for Statistics from official responses to its annual education survey. All the data are mapped to the International Standard Classification of Education (ISCED) to ensure the comparability of education programs at the international level. The current version was formally adopted by UNESCO Member States in 2011. The reference years reflect the school year for which the data are presented. In some countries the school year spans two calendar years (for example, from September 2010 to June 2011); in these cases the reference year refers to the year in which the school year ended (2011 in the example).

Aggregation method: Weighted average

Periodicity: Annual

Classification

Topic: Education Indicators

Sub-Topic: Inputs