Comoros vs Eritrea: Percentage of teachers in post-secondary non-tertiary education who
Percentage of teachers in post-secondary non-tertiary education who over time
- Comoros
- Eritrea
How they compare
Comoros currently reports 19.6% against 18.6% in Eritrea, a difference of 1.0%.
That makes Comoros's figure about 1.1 times Eritrea's.
The two have swapped places 2 times across 5 shared years of data; in 1999 it was Comoros ahead.
Comoros ranks 55th and Eritrea ranks 57th of 61 countries.
Comoros has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Comoros | Eritrea | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 13.3% | 7.9% | 5.4% | Comoros |
| 2000s | 15.7% | 15.1% | 0.7% | Comoros |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of teachers in post-secondary non-tertiary education who, Comoros or Eritrea?
- Comoros, at 19.6% against 18.6% in Eritrea as of 2004.
- What is the difference in percentage of teachers in post-secondary non-tertiary education who between Comoros and Eritrea?
- 1.0%, with Comoros ahead.
- How many years of comparable data are there for Comoros and Eritrea?
- 5 years are reported by both, from 1999 to 2004.
- How do Comoros and Eritrea rank globally for percentage of teachers in post-secondary non-tertiary education who?
- Comoros ranks 55th and Eritrea ranks 57th of 61 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of teachers in post-secondary non-tertiary 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 post-secondary non-tertiary level expressed as a percentage of the total number of teachers (male and female) at the post-secondary non-tertiary 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.