Portugal vs Saint Lucia: Percentage of teachers in upper secondary education who are female
Percentage of teachers in upper secondary education who are female over time
- Portugal
- Saint Lucia
How they compare
Saint Lucia currently reports 70.1% against 69.1% in Portugal, a difference of 1.0%.
The two have swapped places 1 time across 10 shared years of data; in 2000 it was Portugal ahead.
Portugal ranks 19th and Saint Lucia ranks 16th of 131 countries.
Across the 2 decades both report, Portugal averaged higher in 1 and Saint Lucia in 1.
Head to head by decade
| Decade | Portugal | Saint Lucia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 67.4% | 64.3% | 3.1% | Portugal |
| 2010s | 67.7% | 70.7% | 3.0% | Saint Lucia |
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, Portugal or Saint Lucia?
- Saint Lucia, at 70.1% against 69.1% in Portugal as of 2019.
- What is the difference in percentage of teachers in upper secondary education who are female between Portugal and Saint Lucia?
- 1.0%, with Saint Lucia ahead.
- How many years of comparable data are there for Portugal and Saint Lucia?
- 10 years are reported by both, from 2000 to 2018.
- How do Portugal and Saint Lucia rank globally for percentage of teachers in upper secondary education who are female?
- Portugal ranks 19th and Saint Lucia ranks 16th 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.