Ecuador vs Liechtenstein: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Ecuador
- Liechtenstein
How they compare
Liechtenstein currently reports 55.4% against 55.2% in Ecuador, a difference of 0.2%.
The two have swapped places 1 time across 10 shared years of data; in 2005 it was Ecuador ahead.
Ecuador ranks 74th and Liechtenstein ranks 73rd of 131 countries.
Ecuador has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Ecuador | Liechtenstein | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 49.7% | 35.8% | 13.9% | Ecuador |
| 2010s | 53.5% | 50.2% | 3.3% | Ecuador |
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, Ecuador or Liechtenstein?
- Liechtenstein, at 55.4% against 55.2% in Ecuador as of 2018.
- What is the difference in percentage of teachers in upper secondary education who are female between Ecuador and Liechtenstein?
- 0.2%, with Liechtenstein ahead.
- How many years of comparable data are there for Ecuador and Liechtenstein?
- 10 years are reported by both, from 2005 to 2018.
- How do Ecuador and Liechtenstein rank globally for percentage of teachers in upper secondary education who are female?
- Ecuador ranks 74th and Liechtenstein ranks 73rd 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.