Costa Rica vs El Salvador: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Costa Rica
- El Salvador
How they compare
Costa Rica currently reports 57.6% against 57.0% in El Salvador, a difference of 0.6%.
Across all 8 years both countries report, Costa Rica has been ahead every year.
Costa Rica ranks 89th and El Salvador ranks 92nd of 138 countries.
Costa Rica has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Costa Rica | El Salvador | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 57.3% | 51.7% | 5.5% | Costa Rica |
| 2010s | 58.0% | 56.8% | 1.2% | Costa Rica |
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, Costa Rica or El Salvador?
- Costa Rica, at 57.6% against 57.0% in El Salvador as of 2019.
- What is the difference in percentage of teachers in lower secondary education who are female between Costa Rica and El Salvador?
- 0.6%, with Costa Rica ahead.
- How many years of comparable data are there for Costa Rica and El Salvador?
- 8 years are reported by both, from 2006 to 2018.
- How do Costa Rica and El Salvador rank globally for percentage of teachers in lower secondary education who are female?
- Costa Rica ranks 89th and El Salvador ranks 92nd 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.