Dominica vs High income: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Dominica
- High income
How they compare
Dominica currently reports 72.8% against 56.7% in High income, a difference of 16.1%.
That makes Dominica's figure about 1.3 times High income's.
Across all 17 years both countries report, Dominica has been ahead every year.
Dominica ranks 11th and High income ranks 12th of 131 countries.
Dominica has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Dominica | High income | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 66.7% | 48.5% | 18.1% | Dominica |
| 2000s | 66.5% | 52.3% | 14.2% | Dominica |
| 2010s | 71.2% | 55.1% | 16.1% | Dominica |
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, Dominica or High income?
- Dominica, at 72.8% against 56.7% in High income as of 2016.
- What is the difference in percentage of teachers in upper secondary education who are female between Dominica and High income?
- 16.1%, with Dominica ahead.
- How many years of comparable data are there for Dominica and High income?
- 17 years are reported by both, from 1999 to 2016.
- How do Dominica and High income rank globally for percentage of teachers in upper secondary education who are female?
- Dominica ranks 11th and High income ranks 12th 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.