Cape Verde vs Costa Rica: Proportion of teachers with the minimum required qualifications in
Cape Verde
97.5%
in 2018
Costa Rica
97.0%
in 2019
Cape Verde rank
18th
Costa Rica rank
21st
Proportion of teachers with the minimum required qualifications in over time
- Cape Verde
- Costa Rica
How they compare
Cape Verde currently reports 97.5% against 97.0% in Costa Rica, a difference of 0.5%.
Across all 8 years both countries report, Cape Verde has been ahead every year.
Cape Verde ranks 18th and Costa Rica ranks 21st 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 | Costa Rica | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 100.0% | 84.1% | 15.9% | Cape Verde |
| 2010s | 98.6% | 92.5% | 6.0% | 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 Costa Rica?
- Cape Verde, at 97.5% against 97.0% in Costa Rica as of 2018.
- What is the difference in proportion of teachers with the minimum required qualifications in between Cape Verde and Costa Rica?
- 0.5%, with Cape Verde ahead.
- How many years of comparable data are there for Cape Verde and Costa Rica?
- 8 years are reported by both, from 2007 to 2018.
- How do Cape Verde and Costa Rica rank globally for proportion of teachers with the minimum required qualifications in?
- Cape Verde ranks 18th and Costa Rica ranks 21st 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.