Caribbean Small States vs Portugal: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Caribbean Small States
- Portugal
How they compare
Portugal currently reports 28,753 number against 13,058 number in Caribbean Small States, a difference of 15,695 number.
That makes Portugal's figure about 2.2 times Caribbean Small States's.
Across all 12 years both countries report, Portugal has been ahead every year.
Caribbean Small States ranks 44th and Portugal ranks 39th of 45 groups.
Portugal has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Caribbean Small States | Portugal | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 13,906 number | 30,471 number | 16,564 number | Portugal |
| 2010s | 13,804 number | 31,228 number | 17,425 number | Portugal |
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 Portugal?
- Portugal, at 28,753 number against 13,058 number in Caribbean Small States as of 2018.
- What is the difference in teachers in lower secondary education, female between Caribbean Small States and Portugal?
- 15,695 number, with Portugal ahead.
- How many years of comparable data are there for Caribbean Small States and Portugal?
- 12 years are reported by both, from 2000 to 2013.
- How do Caribbean Small States and Portugal rank globally for teachers in lower secondary education, female?
- Caribbean Small States ranks 44th and Portugal ranks 39th 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.