Fragile and conflict affected situations - Primary education, teachers (% female)

Primary education, teachers (% female) in Fragile and conflict affected situations was 51.08 as of 2019. Its highest value over the past 49 years was 51.89 in 2015, while its lowest value was 36.85 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
1970 37.31
1971 36.85
1972 37.34
1973 37.64
1974 37.89
1975 38.06
1976 38.38
1977 39.15
1978 39.32
1979 40.13
1980 41.40
1981 41.79
1982 41.27
1983 43.06
1984 44.13
1985 45.45
1986 46.65
1987 46.30
1988 47.07
1989 48.34
1990 48.47
1991 48.13
1992 48.66
1993 48.47
1994 49.51
1995 49.49
1996 49.93
1997 49.74
1998 49.37
1999 49.51
2000 50.32
2001 50.52
2002 51.27
2003 50.26
2004 50.97
2005 50.83
2006 50.80
2007 50.74
2008 50.86
2009 50.60
2010 50.52
2011 50.89
2012 50.82
2013 51.40
2014 51.53
2015 51.89
2016 51.85
2017 51.59
2018 51.17
2019 51.08

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