Burundi vs Djibouti: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Burundi
- Djibouti
How they compare
Djibouti currently reports 26.0% against 21.4% in Burundi, a difference of 4.6%.
That makes Djibouti's figure about 1.2 times Burundi's.
The two have swapped places 2 times across 5 shared years of data; in 2009 it was Djibouti ahead.
Burundi ranks 117th and Djibouti ranks 114th of 131 countries.
Across the 2 decades both report, Burundi averaged higher in 1 and Djibouti in 1.
Head to head by decade
| Decade | Burundi | Djibouti | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 12.9% | 18.8% | 5.9% | Djibouti |
| 2010s | 25.7% | 24.8% | 0.9% | Burundi |
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, Burundi or Djibouti?
- Djibouti, at 26.0% against 21.4% in Burundi as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Burundi and Djibouti?
- 4.6%, with Djibouti ahead.
- How many years of comparable data are there for Burundi and Djibouti?
- 5 years are reported by both, from 2009 to 2019.
- How do Burundi and Djibouti rank globally for percentage of teachers in upper secondary education who are female?
- Burundi ranks 117th and Djibouti ranks 114th 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.