Cambodia vs Ghana: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Cambodia
- Ghana
How they compare
Cambodia currently reports 27.4% against 23.1% in Ghana, a difference of 4.3%.
That makes Cambodia's figure about 1.2 times Ghana's.
Across all 7 years both countries report, Cambodia has been ahead every year.
Cambodia ranks 113th and Ghana ranks 116th of 131 countries.
Cambodia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cambodia | Ghana | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 24.3% | 16.2% | 8.2% | Cambodia |
| 2000s | 25.3% | 16.7% | 8.5% | Cambodia |
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, Cambodia or Ghana?
- Cambodia, at 27.4% against 23.1% in Ghana as of 2007.
- What is the difference in percentage of teachers in upper secondary education who are female between Cambodia and Ghana?
- 4.3%, with Cambodia ahead.
- How many years of comparable data are there for Cambodia and Ghana?
- 7 years are reported by both, from 1999 to 2007.
- How do Cambodia and Ghana rank globally for percentage of teachers in upper secondary education who are female?
- Cambodia ranks 113th and Ghana ranks 116th 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.