Bahamas vs Portugal: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Bahamas
- Portugal
How they compare
Bahamas currently reports 70.0% against 69.1% in Portugal, a difference of 0.9%.
The two have swapped places 5 times across 14 shared years of data; in 2004 it was Portugal ahead.
Bahamas ranks 17th and Portugal ranks 19th of 131 countries.
Across the 2 decades both report, Bahamas averaged higher in 1 and Portugal in 1.
Head to head by decade
| Decade | Bahamas | Portugal | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 66.2% | 66.8% | 0.6% | Portugal |
| 2010s | 68.9% | 67.8% | 1.1% | Bahamas |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of teachers in upper secondary education who are female, Bahamas or Portugal?
- Bahamas, at 70.0% against 69.1% in Portugal as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Bahamas and Portugal?
- 0.9%, with Bahamas ahead.
- How many years of comparable data are there for Bahamas and Portugal?
- 14 years are reported by both, from 2004 to 2018.
- How do Bahamas and Portugal rank globally for percentage of teachers in upper secondary education who are female?
- Bahamas ranks 17th and Portugal ranks 19th of 131 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of teachers in upper 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 upper secondary level expressed as a percentage of the total number of teachers (male and female) at the upper 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.