Djibouti vs Morocco: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Djibouti
- Morocco
How they compare
Morocco currently reports 32.9% against 26.0% in Djibouti, a difference of 6.9%.
That makes Morocco's figure about 1.3 times Djibouti's.
Across all 5 years both countries report, Morocco has been ahead every year.
Djibouti ranks 114th and Morocco ranks 111th of 131 countries.
Morocco has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Djibouti | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 16.5% | 29.2% | 12.7% | Morocco |
| 2000s | 18.8% | 29.3% | 10.5% | Morocco |
| 2010s | 25.4% | 32.6% | 7.3% | Morocco |
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, Djibouti or Morocco?
- Morocco, at 32.9% against 26.0% in Djibouti as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Djibouti and Morocco?
- 6.9%, with Morocco ahead.
- How many years of comparable data are there for Djibouti and Morocco?
- 5 years are reported by both, from 1999 to 2019.
- How do Djibouti and Morocco rank globally for percentage of teachers in upper secondary education who are female?
- Djibouti ranks 114th and Morocco ranks 111th 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.