Colombia vs Guatemala: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Colombia
- Guatemala
How they compare
Guatemala currently reports 48.6% against 46.2% in Colombia, a difference of 2.4%.
That makes Guatemala's figure about 1.1 times Colombia's.
The two have swapped places 1 time across 9 shared years of data; in 2007 it was Colombia ahead.
Colombia ranks 99th and Guatemala ranks 96th of 131 countries.
Colombia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Colombia | Guatemala | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 47.4% | 42.9% | 4.5% | Colombia |
| 2010s | 46.1% | 45.0% | 1.0% | 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, Colombia or Guatemala?
- Guatemala, at 48.6% against 46.2% in Colombia as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Colombia and Guatemala?
- 2.4%, with Guatemala ahead.
- How many years of comparable data are there for Colombia and Guatemala?
- 9 years are reported by both, from 2007 to 2017.
- How do Colombia and Guatemala rank globally for percentage of teachers in upper secondary education who are female?
- Colombia ranks 99th and Guatemala ranks 96th 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.