Brunei vs Cayman Islands: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Brunei
- Cayman Islands
How they compare
Brunei currently reports 70.8% against 70.1% in Cayman Islands, a difference of 0.7%.
The two have swapped places 1 time across 7 shared years of data; in 1999 it was Cayman Islands ahead.
Brunei ranks 37th and Cayman Islands ranks 39th of 138 countries.
Across the 3 decades both report, Brunei averaged higher in 1 and Cayman Islands in 2.
Head to head by decade
| Decade | Brunei | Cayman Islands | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 48.5% | 52.4% | 3.9% | Cayman Islands |
| 2000s | 53.6% | 59.5% | 5.9% | Cayman Islands |
| 2010s | 72.8% | 70.1% | 2.7% | Brunei |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of teachers in lower secondary education who are female, Brunei or Cayman Islands?
- Brunei, at 70.8% against 70.1% in Cayman Islands as of 2019.
- What is the difference in percentage of teachers in lower secondary education who are female between Brunei and Cayman Islands?
- 0.7%, with Brunei ahead.
- How many years of comparable data are there for Brunei and Cayman Islands?
- 7 years are reported by both, from 1999 to 2018.
- How do Brunei and Cayman Islands rank globally for percentage of teachers in lower secondary education who are female?
- Brunei ranks 37th and Cayman Islands ranks 39th of 138 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of teachers in lower secondary education who are female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Number of female teachers at the lower secondary level expressed as a percentage of the total number of teachers (male and female) at the lower secondary level in a given school year. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.