Cape Verde vs Colombia: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Cape Verde
- Colombia
How they compare
Colombia currently reports 46.2% against 45.7% in Cape Verde, a difference of 0.5%.
Across all 10 years both countries report, Colombia has been ahead every year.
Cape Verde ranks 101st and Colombia ranks 99th of 131 countries.
Colombia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cape Verde | Colombia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 39.0% | 48.2% | 9.2% | Colombia |
| 2010s | 41.5% | 46.1% | 4.5% | Colombia |
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, Cape Verde or Colombia?
- Colombia, at 46.2% against 45.7% in Cape Verde as of 2017.
- What is the difference in percentage of teachers in upper secondary education who are female between Cape Verde and Colombia?
- 0.5%, with Colombia ahead.
- How many years of comparable data are there for Cape Verde and Colombia?
- 10 years are reported by both, from 2002 to 2017.
- How do Cape Verde and Colombia rank globally for percentage of teachers in upper secondary education who are female?
- Cape Verde ranks 101st and Colombia ranks 99th 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.