Gibraltar vs Grenada: Percentage of teachers in post-secondary non-tertiary education who
Percentage of teachers in post-secondary non-tertiary education who over time
- Gibraltar
- Grenada
How they compare
Gibraltar currently reports 60.7% against 59.3% in Grenada, a difference of 1.4%.
The two have swapped places 1 time across 5 shared years of data; in 1999 it was Gibraltar ahead.
Gibraltar ranks 18th and Grenada ranks 20th of 61 countries.
Across the 3 decades both report, Gibraltar averaged higher in 2 and Grenada in 1.
Head to head by decade
| Decade | Gibraltar | Grenada | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 54.8% | 37.5% | 17.3% | Gibraltar |
| 2000s | 51.9% | 43.7% | 8.2% | Gibraltar |
| 2010s | 49.5% | 54.7% | 5.2% | Grenada |
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, Gibraltar or Grenada?
- Gibraltar, at 60.7% against 59.3% in Grenada as of 2019.
- What is the difference in percentage of teachers in post-secondary non-tertiary education who between Gibraltar and Grenada?
- 1.4%, with Gibraltar ahead.
- How many years of comparable data are there for Gibraltar and Grenada?
- 5 years are reported by both, from 1999 to 2017.
- How do Gibraltar and Grenada rank globally for percentage of teachers in post-secondary non-tertiary education who?
- Gibraltar ranks 18th and Grenada ranks 20th 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.