Cape Verde vs Cambodia: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Cape Verde
- Cambodia
How they compare
Cape Verde currently reports 47.9% against 45.6% in Cambodia, a difference of 2.3%.
That makes Cape Verde's figure about 1.1 times Cambodia's.
Across all 13 years both countries report, Cape Verde has been ahead every year.
Cape Verde ranks 109th and Cambodia ranks 111th of 138 countries.
Cape Verde has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cape Verde | Cambodia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 40.7% | 33.6% | 7.2% | Cape Verde |
| 2010s | 44.7% | 41.8% | 2.9% | Cape Verde |
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, Cape Verde or Cambodia?
- Cape Verde, at 47.9% against 45.6% in Cambodia as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between Cape Verde and Cambodia?
- 2.3%, with Cape Verde ahead.
- How many years of comparable data are there for Cape Verde and Cambodia?
- 13 years are reported by both, from 2002 to 2018.
- How do Cape Verde and Cambodia rank globally for percentage of teachers in lower secondary education who are female?
- Cape Verde ranks 109th and Cambodia ranks 111th 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.