Cayman Islands vs Serbia: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Cayman Islands
- Serbia
How they compare
Serbia currently reports 65.7% against 65.4% in Cayman Islands, a difference of 0.3%.
The two have swapped places 1 time across 10 shared years of data; in 1999 it was Serbia ahead.
Cayman Islands ranks 32nd and Serbia ranks 31st of 131 countries.
Serbia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Cayman Islands | Serbia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 41.0% | 58.0% | 16.9% | Serbia |
| 2000s | 51.2% | 60.9% | 9.7% | Serbia |
| 2010s | 60.0% | 64.1% | 4.1% | Serbia |
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, Cayman Islands or Serbia?
- Serbia, at 65.7% against 65.4% in Cayman Islands as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Cayman Islands and Serbia?
- 0.3%, with Serbia ahead.
- How many years of comparable data are there for Cayman Islands and Serbia?
- 10 years are reported by both, from 1999 to 2018.
- How do Cayman Islands and Serbia rank globally for percentage of teachers in upper secondary education who are female?
- Cayman Islands ranks 32nd and Serbia ranks 31st 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.