Costa Rica vs Samoa: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Costa Rica
- Samoa
How they compare
Costa Rica currently reports 57.8% against 57.8% in Samoa, a difference of 0.0%.
The two have swapped places 2 times across 11 shared years of data; in 1999 it was Costa Rica ahead.
Costa Rica ranks 61st and Samoa ranks 62nd 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 | Samoa | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 55.1% | 48.6% | 6.5% | Costa Rica |
| 2000s | 57.3% | 52.0% | 5.3% | Costa Rica |
| 2010s | 58.3% | 56.5% | 1.9% | 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 Samoa?
- Costa Rica, at 57.8% against 57.8% in Samoa as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Costa Rica and Samoa?
- 0.0%, with Costa Rica ahead.
- How many years of comparable data are there for Costa Rica and Samoa?
- 11 years are reported by both, from 1999 to 2019.
- How do Costa Rica and Samoa rank globally for percentage of teachers in upper secondary education who are female?
- Costa Rica ranks 61st and Samoa ranks 62nd 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.