Cape Verde vs India: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Cape Verde
- India
How they compare
Cape Verde currently reports 45.7% against 43.3% in India, a difference of 2.4%.
That makes Cape Verde's figure about 1.1 times India's.
The two have swapped places 2 times across 8 shared years of data; in 2002 it was Cape Verde ahead.
Cape Verde ranks 101st and India ranks 104th of 131 countries.
Cape Verde has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cape Verde | India | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 39.5% | 33.2% | 6.2% | Cape Verde |
| 2010s | 41.5% | 41.2% | 0.3% | Cape Verde |
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 India?
- Cape Verde, at 45.7% against 43.3% in India as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Cape Verde and India?
- 2.4%, with Cape Verde ahead.
- How many years of comparable data are there for Cape Verde and India?
- 8 years are reported by both, from 2002 to 2017.
- How do Cape Verde and India rank globally for percentage of teachers in upper secondary education who are female?
- Cape Verde ranks 101st and India ranks 104th 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.