Mauritania: Secondary education, teachers (% female)

Key figures

Over five years it is down 0.16 percentage points from 11.36% in 2015. Since 1978 it is up 0.17 percentage points from 11.02% in 1978. The World Bank has no value for 22 of the years in between; the chart leaves those gaps open rather than joining across them.

What the numbers say

In 2020, Mauritania's secondary education, teachers (% female) did not change 0 percentage points on 2019 (from 11.2% to 11.2%).

Across the 16 yearly changes before that (1979 to 2019), the average change was −0.09 percentage points and a typical year strayed about 1.41 percentage points from that (the standard deviation). This year's change was 0.1 standard deviations above that average, so it was an ordinary year: it sits within the range of normal year-to-year movement.

On record, the biggest yearly rise was 2.29 percentage points in 2002 and the biggest yearly fall was 3.09 percentage points in 1995. The numbers show how large and when, not why; for the cause, look at what happened in that country in those years.

Worked out from the yearly values above. How the checks work: standard deviation, z-scores and straight-line trends.

How it compares

See how every economy compares in the full ranking.

Closest to Mauritania in the 2020 ranking

• Tanzania — 1st of 2: 33.04%

What this measures

Female teachers as a percentage of total secondary education teachers includes full-time and part-time teachers.

Limitations: The indicator measures the level of gender representation in the teaching profession, rather than the effectiveness and quality of teaching.

Regional and income-group figures are computed by the World Bank as a weighted average.

All 21 values

Secondary education, teachers (% female) in nearby economies

• Benin — 12.17% (2022)
• Botswana — 55.82% (2021)
• Burkina Faso — 18.39% (2024)
• Burundi — 26.16% (2025)
• Cabo Verde — 50.57% (2022)
• Cameroon — 40.92% (2023)
• Central African Republic — 46.82% (2017)
• Chad — 10.07% (2024)
• Comoros — 10.74% (2022)
• Congo, Dem. Rep. — 17.58% (2023)

More education data for Mauritania

• Primary school starting age (years) — 6 (2025)
• Primary education, duration (years) — 6 (2025)
• Lower secondary school starting age (years) — 12 (2025)
• Secondary education, duration (years) — 7 (2025)
• Primary education, pupils — 891,821 (2024)
• School enrollment, primary (% gross) — 105.44% (2024)
• Primary education, teachers — 24,560 (2024)
• School enrollment, primary, female (% gross) — 106.94% (2024)
• School enrollment, primary, male (% gross) — 103.97% (2024)
• Secondary education, general pupils

Reading data like this

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Questions people ask

What is Mauritania's secondary education, teachers (% female)?

11.2% in 2020, according to the World Bank (World Development Indicators).

How has it changed since 1978?

It is up 0.17 percentage points from 11.02% in 1978. The highest value was 12.8% in 2018 and the lowest 7.85% in 1995.

Is the latest change in secondary education, teachers (% female) unusual for Mauritania?

In 2020, Mauritania's secondary education, teachers (% female) did not change 0 percentage points on 2019 (from 11.2% to 11.2%). Across the 16 yearly changes before that (1979 to 2019), the average change was −0.09 percentage points and a typical year strayed about 1.41 percentage points from that (the standard deviation). This year's change was 0.1 standard deviations above that average, so it was an ordinary year: it sits within the range of normal year-to-year movement.

Where does this data come from?

Source

World Bank, World Development Indicators, indicator SE.SEC.TCHR.FE.ZS, licensed CC BY 4.0. Original source: Data API, UN Educational, Scientific and Cultural Organization (UNESCO), uri: https://databrowser.uis.unesco.org/resources, note: The data are obtained through the UIS API. Figures are fetched from the World Bank API and refreshed monthly; see the series on data.worldbank.org. The full definition and method are in the World Bank's metadata glossary. Comparisons use the same World Bank release.

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