Cayman Islands vs Liechtenstein: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Cayman Islands
- Liechtenstein
How they compare
Liechtenstein currently reports 164 number against 115 number in Cayman Islands, a difference of 49 number.
That makes Liechtenstein's figure about 1.4 times Cayman Islands's.
The two have swapped places 2 times across 6 shared years of data; in 2004 it was Liechtenstein ahead.
Cayman Islands ranks 135th and Liechtenstein ranks 132nd of 138 countries.
Liechtenstein has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cayman Islands | Liechtenstein | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 78.67 number | 136.33 number | 57.67 number | Liechtenstein |
| 2010s | 136.33 number | 157.33 number | 21 number | Liechtenstein |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Cayman Islands or Liechtenstein?
- Liechtenstein, at 164 number against 115 number in Cayman Islands as of 2018.
- What is the difference in teachers in lower secondary education, female between Cayman Islands and Liechtenstein?
- 49 number, with Liechtenstein ahead.
- How many years of comparable data are there for Cayman Islands and Liechtenstein?
- 6 years are reported by both, from 2004 to 2018.
- How do Cayman Islands and Liechtenstein rank globally for teachers in lower secondary education, female?
- Cayman Islands ranks 135th and Liechtenstein ranks 132nd of 138 countries.
- 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.