Caribbean Small States vs Czechia: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Caribbean Small States
- Czechia
How they compare
Czechia currently reports 24,454 number against 13,058 number in Caribbean Small States, a difference of 11,396 number.
That makes Czechia's figure about 1.9 times Caribbean Small States's.
Across all 12 years both countries report, Czechia has been ahead every year.
Caribbean Small States ranks 44th and Czechia ranks 45th of 45 groups.
Czechia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Caribbean Small States | Czechia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 13,947 number | 30,881 number | 16,934 number | Czechia |
| 2010s | 14,052 number | 24,654 number | 10,602 number | Czechia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Caribbean Small States or Czechia?
- Czechia, at 24,454 number against 13,058 number in Caribbean Small States as of 2012.
- What is the difference in teachers in lower secondary education, female between Caribbean Small States and Czechia?
- 11,396 number, with Czechia ahead.
- How many years of comparable data are there for Caribbean Small States and Czechia?
- 12 years are reported by both, from 2001 to 2012.
- How do Caribbean Small States and Czechia rank globally for teachers in lower secondary education, female?
- Caribbean Small States ranks 44th and Czechia ranks 45th of 45 groups.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in lower secondary education, female (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of female teachers in public and private lower secondary education institutions (ISCED 2). 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.