Cape Verde vs Colombia: Proportion of teachers with the minimum required qualifications in
Cape Verde
97.5%
in 2018
Colombia
99.2%
in 2017
Cape Verde rank
18th
Colombia rank
16th
Proportion of teachers with the minimum required qualifications in over time
- Cape Verde
- Colombia
How they compare
Colombia currently reports 99.2% against 97.5% in Cape Verde, a difference of 1.7%.
The two have swapped places 1 time across 7 shared years of data; in 2007 it was Cape Verde ahead.
Cape Verde ranks 18th and Colombia ranks 16th of 44 countries.
Cape Verde has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cape Verde | Colombia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 100.0% | 97.3% | 2.7% | Cape Verde |
| 2010s | 99.1% | 98.3% | 0.7% | Cape Verde |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher proportion of teachers with the minimum required qualifications in, Cape Verde or Colombia?
- Colombia, at 99.2% against 97.5% in Cape Verde as of 2017.
- What is the difference in proportion of teachers with the minimum required qualifications in between Cape Verde and Colombia?
- 1.7%, with Colombia ahead.
- How many years of comparable data are there for Cape Verde and Colombia?
- 7 years are reported by both, from 2007 to 2017.
- How do Cape Verde and Colombia rank globally for proportion of teachers with the minimum required qualifications in?
- Cape Verde ranks 18th and Colombia ranks 16th 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.