Honduras vs Macau, China: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Honduras
- Macau, China
How they compare
Honduras currently reports 56.5% against 56.1% in Macau, China, a difference of 0.4%.
The two have swapped places 2 times across 6 shared years of data; in 2004 it was Honduras ahead.
Honduras ranks 63rd and Macau, China ranks 65th of 131 countries.
Across the 2 decades both report, Honduras averaged higher in 1 and Macau, China in 1.
Head to head by decade
| Decade | Honduras | Macau, China | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 52.9% | 53.1% | 0.3% | Macau, China |
| 2010s | 56.4% | 56.3% | 0.1% | Honduras |
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, Honduras or Macau, China?
- Honduras, at 56.5% against 56.1% in Macau, China as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Honduras and Macau, China?
- 0.4%, with Honduras ahead.
- How many years of comparable data are there for Honduras and Macau, China?
- 6 years are reported by both, from 2004 to 2019.
- How do Honduras and Macau, China rank globally for percentage of teachers in upper secondary education who are female?
- Honduras ranks 63rd and Macau, China ranks 65th 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.