Eritrea vs Mozambique: Percentage of teachers in lower secondary education who are female
Percentage of teachers in lower secondary education who are female over time
- Eritrea
- Mozambique
How they compare
Eritrea currently reports 23.2% against 21.0% in Mozambique, a difference of 2.2%.
That makes Eritrea's figure about 1.1 times Mozambique's.
Across all 6 years both countries report, Mozambique has been ahead every year.
Eritrea ranks 127th and Mozambique ranks 128th of 138 countries.
Mozambique has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Eritrea | Mozambique | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 10.5% | 17.1% | 6.7% | Mozambique |
| 2010s | 17.2% | 21.0% | 3.7% | Mozambique |
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, Eritrea or Mozambique?
- Eritrea, at 23.2% against 21.0% in Mozambique as of 2018.
- What is the difference in percentage of teachers in lower secondary education who are female between Eritrea and Mozambique?
- 2.2%, with Eritrea ahead.
- How many years of comparable data are there for Eritrea and Mozambique?
- 6 years are reported by both, from 2005 to 2013.
- How do Eritrea and Mozambique rank globally for percentage of teachers in lower secondary education who are female?
- Eritrea ranks 127th and Mozambique ranks 128th 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.