Eritrea vs Mauritania: Percentage of teachers in post-secondary non-tertiary education who
Percentage of teachers in post-secondary non-tertiary education who over time
- Eritrea
- Mauritania
How they compare
Mauritania currently reports 19.5% against 18.6% in Eritrea, a difference of 0.9%.
The two have swapped places 3 times across 7 shared years of data; in 1999 it was Eritrea ahead.
Eritrea ranks 57th and Mauritania ranks 56th of 61 countries.
Across the 3 decades both report, Eritrea averaged higher in 2 and Mauritania in 1.
Head to head by decade
| Decade | Eritrea | Mauritania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 7.9% | 6.2% | 1.7% | Eritrea |
| 2000s | 12.4% | 8.7% | 3.7% | Eritrea |
| 2010s | 8.0% | 17.5% | 9.5% | Mauritania |
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, Eritrea or Mauritania?
- Mauritania, at 19.5% against 18.6% in Eritrea as of 2012.
- What is the difference in percentage of teachers in post-secondary non-tertiary education who between Eritrea and Mauritania?
- 0.9%, with Mauritania ahead.
- How many years of comparable data are there for Eritrea and Mauritania?
- 7 years are reported by both, from 1999 to 2012.
- How do Eritrea and Mauritania rank globally for percentage of teachers in post-secondary non-tertiary education who?
- Eritrea ranks 57th and Mauritania ranks 56th 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.