Costa Rica vs Germany: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Costa Rica
- Germany
How they compare
Costa Rica currently reports 57.8% against 56.2% in Germany, a difference of 1.6%.
Across all 15 years both countries report, Costa Rica has been ahead every year.
Costa Rica ranks 61st and Germany ranks 64th of 131 countries.
Costa Rica has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Costa Rica | Germany | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 55.1% | 39.0% | 16.1% | Costa Rica |
| 2000s | 57.7% | 45.9% | 11.8% | Costa Rica |
| 2010s | 58.9% | 52.8% | 6.1% | Costa Rica |
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, Costa Rica or Germany?
- Costa Rica, at 57.8% against 56.2% in Germany as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Costa Rica and Germany?
- 1.6%, with Costa Rica ahead.
- How many years of comparable data are there for Costa Rica and Germany?
- 15 years are reported by both, from 1999 to 2018.
- How do Costa Rica and Germany rank globally for percentage of teachers in upper secondary education who are female?
- Costa Rica ranks 61st and Germany ranks 64th 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.