Belize vs Dominica: Proportion of teachers with the minimum required qualifications in
Belize
35.0%
in 2019
Dominica
51.7%
in 2016
Belize rank
44th
Dominica rank
42nd
Proportion of teachers with the minimum required qualifications in over time
- Belize
- Dominica
How they compare
Dominica currently reports 51.7% against 35.0% in Belize, a difference of 16.7%.
That makes Dominica's figure about 1.5 times Belize's.
The two have swapped places 3 times across 11 shared years of data; in 2000 it was Belize ahead.
Belize ranks 44th and Dominica ranks 42nd of 44 countries.
Across the 2 decades both report, Belize averaged higher in 1 and Dominica in 1.
Head to head by decade
| Decade | Belize | Dominica | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 42.7% | 37.0% | 5.7% | Belize |
| 2010s | 40.1% | 48.3% | 8.2% | Dominica |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher proportion of teachers with the minimum required qualifications in, Belize or Dominica?
- Dominica, at 51.7% against 35.0% in Belize as of 2016.
- What is the difference in proportion of teachers with the minimum required qualifications in between Belize and Dominica?
- 16.7%, with Dominica ahead.
- How many years of comparable data are there for Belize and Dominica?
- 11 years are reported by both, from 2000 to 2016.
- How do Belize and Dominica rank globally for proportion of teachers with the minimum required qualifications in?
- Belize ranks 44th and Dominica ranks 42nd of 44 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Proportion of teachers with the minimum required qualifications in upper secondary education, 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 who have received the minimum organized teacher training (pre-service or in-service) required for teaching at the upper secondary level in the given country, expressed as a percentage of the total number of female teachers at the upper secondary level.