Niger - Primary education, teachers (% female)

Primary education, teachers (% female) in Niger was 55.94 as of 2020. Its highest value over the past 49 years was 55.94 in 2020, while its lowest value was 20.92 in 1971.

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
1971 20.92
1973 25.11
1974 27.85
1975 32.28
1976 31.08
1977 31.38
1978 32.15
1979 31.99
1980 34.02
1981 30.32
1982 31.97
1983 31.56
1984 31.75
1985 32.54
1986 32.79
1987 34.60
1989 33.30
1990 32.07
1991 32.60
1992 32.60
1993 34.48
1996 33.42
1997 32.33
1998 31.62
1999 30.80
2000 32.36
2001 33.08
2002 33.82
2003 33.55
2004 35.12
2005 37.44
2006 39.77
2007 42.93
2008 44.66
2009 45.40
2010 44.68
2011 45.19
2012 45.99
2013 46.95
2014 48.04
2015 49.68
2016 51.01
2017 53.23
2018 52.69
2019 53.65
2020 55.94

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