Costa Rica vs Jordan: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Costa Rica
- Jordan
How they compare
Costa Rica currently reports 57.6% against 57.0% in Jordan, a difference of 0.6%.
The two have swapped places 3 times across 5 shared years of data; in 2002 it was Jordan ahead.
Costa Rica ranks 89th and Jordan ranks 91st of 138 countries.
Across the 2 decades both report, Costa Rica averaged higher in 1 and Jordan in 1.
Head to head by decade
| Decade | Costa Rica | Jordan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 53.7% | 62.3% | 8.7% | Jordan |
| 2010s | 58.0% | 53.5% | 4.5% | 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 Jordan?
- Costa Rica, at 57.6% against 57.0% in Jordan as of 2019.
- What is the difference in percentage of teachers in lower secondary education who are female between Costa Rica and Jordan?
- 0.6%, with Costa Rica ahead.
- How many years of comparable data are there for Costa Rica and Jordan?
- 5 years are reported by both, from 2002 to 2019.
- How do Costa Rica and Jordan rank globally for percentage of teachers in lower secondary education who are female?
- Costa Rica ranks 89th and Jordan ranks 91st 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.