Brunei Darussalam vs Cuba: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Brunei Darussalam
- Cuba
How they compare
Cuba currently reports 70.9% against 70.8% in Brunei Darussalam, a difference of 0.1%.
The two have swapped places 2 times across 14 shared years of data; in 1998 it was Cuba ahead.
Brunei Darussalam ranks 37th and Cuba ranks 36th of 138 countries.
Across the 3 decades both report, Brunei Darussalam averaged higher in 1 and Cuba in 2.
Head to head by decade
| Decade | Brunei Darussalam | Cuba | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 47.8% | 67.4% | 19.6% | Cuba |
| 2000s | 53.7% | 66.3% | 12.6% | Cuba |
| 2010s | 72.0% | 69.9% | 2.2% | Brunei Darussalam |
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 Darussalam or Cuba?
- Cuba, at 70.9% against 70.8% in Brunei Darussalam as of 2019.
- What is the difference in percentage of teachers in lower secondary education who are female between Brunei Darussalam and Cuba?
- 0.1%, with Cuba ahead.
- How many years of comparable data are there for Brunei Darussalam and Cuba?
- 14 years are reported by both, from 1998 to 2019.
- How do Brunei Darussalam and Cuba rank globally for percentage of teachers in lower secondary education who are female?
- Brunei Darussalam ranks 37th and Cuba ranks 36th 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.
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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.