Comoros vs Mauritania: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Comoros
- Mauritania
How they compare
Comoros currently reports 14.9% against 11.7% in Mauritania, a difference of 3.2%.
That makes Comoros's figure about 1.3 times Mauritania's.
The two have swapped places 1 time across 6 shared years of data; in 2002 it was Mauritania ahead.
Comoros ranks 133rd and Mauritania ranks 135th of 138 countries.
Across the 2 decades both report, Comoros averaged higher in 1 and Mauritania in 1.
Head to head by decade
| Decade | Comoros | Mauritania | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 14.2% | 14.6% | 0.4% | Mauritania |
| 2010s | 15.1% | 12.1% | 3.0% | Comoros |
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, Comoros or Mauritania?
- Comoros, at 14.9% against 11.7% in Mauritania as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between Comoros and Mauritania?
- 3.2%, with Comoros ahead.
- How many years of comparable data are there for Comoros and Mauritania?
- 6 years are reported by both, from 2002 to 2018.
- How do Comoros and Mauritania rank globally for percentage of teachers in lower secondary education who are female?
- Comoros ranks 133rd and Mauritania ranks 135th 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.