Costa Rica vs Macau, China: Proportion of teachers with the minimum required qualifications in
Costa Rica
97.0%
in 2019
Macau, China
94.7%
in 2019
Costa Rica rank
21st
Macau, China rank
22nd
Proportion of teachers with the minimum required qualifications in over time
- Costa Rica
- Macau, China
How they compare
Costa Rica currently reports 97.0% against 94.7% in Macau, China, a difference of 2.3%.
Across all 14 years both countries report, Costa Rica has been ahead every year.
Costa Rica ranks 21st and Macau, China ranks 22nd of 44 countries.
Costa Rica has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Costa Rica | Macau, China | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 80.3% | 65.5% | 14.8% | Costa Rica |
| 2000s | 82.9% | 76.5% | 6.4% | Costa Rica |
| 2010s | 94.0% | 87.4% | 6.6% | Costa Rica |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher proportion of teachers with the minimum required qualifications in, Costa Rica or Macau, China?
- Costa Rica, at 97.0% against 94.7% in Macau, China as of 2019.
- What is the difference in proportion of teachers with the minimum required qualifications in between Costa Rica and Macau, China?
- 2.3%, with Costa Rica ahead.
- How many years of comparable data are there for Costa Rica and Macau, China?
- 14 years are reported by both, from 1999 to 2019.
- How do Costa Rica and Macau, China rank globally for proportion of teachers with the minimum required qualifications in?
- Costa Rica ranks 21st and Macau, China ranks 22nd 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.