Cuba vs Dominican Republic: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Cuba
- Dominican Republic
How they compare
Dominican Republic currently reports 72.2% against 70.9% in Cuba, a difference of 1.3%.
Across all 13 years both countries report, Dominican Republic has been ahead every year.
Cuba ranks 36th and Dominican Republic ranks 33rd of 138 countries.
Dominican Republic has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cuba | Dominican Republic | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 63.2% | 74.8% | 11.6% | Dominican Republic |
| 2010s | 66.0% | 78.8% | 12.8% | Dominican Republic |
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, Cuba or Dominican Republic?
- Dominican Republic, at 72.2% against 70.9% in Cuba as of 2019.
- What is the difference in percentage of teachers in lower secondary education who are female between Cuba and Dominican Republic?
- 1.3%, with Dominican Republic ahead.
- How many years of comparable data are there for Cuba and Dominican Republic?
- 13 years are reported by both, from 2004 to 2019.
- How do Cuba and Dominican Republic rank globally for percentage of teachers in lower secondary education who are female?
- Cuba ranks 36th and Dominican Republic ranks 33rd 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.