Costa Rica vs Tunisia: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Costa Rica
- Tunisia
How they compare
Tunisia currently reports 58.5% against 57.6% in Costa Rica, a difference of 0.9%.
The two have swapped places 2 times across 7 shared years of data; in 1999 it was Costa Rica ahead.
Costa Rica ranks 89th and Tunisia ranks 87th of 138 countries.
Costa Rica has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Costa Rica | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 52.2% | 46.0% | 6.2% | Costa Rica |
| 2000s | 55.0% | 49.1% | 5.9% | Costa Rica |
| 2010s | 58.4% | 57.1% | 1.3% | 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 Tunisia?
- Tunisia, at 58.5% against 57.6% in Costa Rica as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between Costa Rica and Tunisia?
- 0.9%, with Tunisia ahead.
- How many years of comparable data are there for Costa Rica and Tunisia?
- 7 years are reported by both, from 1999 to 2018.
- How do Costa Rica and Tunisia rank globally for percentage of teachers in lower secondary education who are female?
- Costa Rica ranks 89th and Tunisia ranks 87th 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.