Mali - Primary education, teachers (% female)

Primary education, teachers (% female) in Mali was 31.69 as of 2018. Its highest value over the past 47 years was 31.69 in 2018, while its lowest value was 18.21 in 1977.

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 19.21
1972 18.74
1973 18.55
1974 18.41
1975 18.50
1976 18.48
1977 18.21
1979 18.41
1980 18.98
1981 19.94
1982 19.24
1983 20.15
1984 20.90
1985 20.24
1986 21.53
1987 21.43
1988 22.11
1989 21.80
1990 24.26
1991 22.63
1992 24.14
1993 21.85
1994 23.46
1995 23.02
1996 22.80
1997 22.57
1998 22.92
1999 22.80
2000 21.83
2001 23.03
2002 24.61
2003 24.38
2004 28.39
2005 26.42
2006 26.76
2007 26.59
2008 26.69
2009 26.76
2010 27.83
2011 28.05
2013 29.64
2014 28.59
2015 30.02
2016 30.44
2017 31.12
2018 31.69

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