Chad vs Mauritania: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Chad
- Mauritania
How they compare
Mauritania currently reports 10.7% against 9.3% in Chad, a difference of 1.4%.
That makes Mauritania's figure about 1.2 times Chad's.
The two have swapped places 1 time across 5 shared years of data; in 1999 it was Chad ahead.
Chad ranks 130th and Mauritania ranks 127th of 131 countries.
Across the 3 decades both report, Chad averaged higher in 1 and Mauritania in 2.
Head to head by decade
| Decade | Chad | Mauritania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 6.1% | 6.0% | 0.1% | Chad |
| 2000s | 4.9% | 9.6% | 4.7% | Mauritania |
| 2010s | 7.9% | 11.9% | 4.0% | Mauritania |
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, Chad or Mauritania?
- Mauritania, at 10.7% against 9.3% in Chad as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Chad and Mauritania?
- 1.4%, with Mauritania ahead.
- How many years of comparable data are there for Chad and Mauritania?
- 5 years are reported by both, from 1999 to 2018.
- How do Chad and Mauritania rank globally for percentage of teachers in upper secondary education who are female?
- Chad ranks 130th and Mauritania ranks 127th 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.