Croatia vs Palestine, State of: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Croatia
- Palestine, State of
How they compare
Palestine, State of currently reports 18,366 number against 17,611 number in Croatia, a difference of 755 number.
Across all 17 years both countries report, Croatia has been ahead every year.
Croatia ranks 59th and Palestine, State of ranks 56th of 138 countries.
Croatia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Croatia | Palestine, State of | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 10,444 number | 6,984 number | 3,460 number | Croatia |
| 2000s | 12,194 number | 9,101 number | 3,094 number | Croatia |
| 2010s | 16,767 number | 14,355 number | 2,412 number | Croatia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Croatia or Palestine, State of?
- Palestine, State of, at 18,366 number against 17,611 number in Croatia as of 2019.
- What is the difference in teachers in lower secondary education, female between Croatia and Palestine, State of?
- 755 number, with Palestine, State of ahead.
- How many years of comparable data are there for Croatia and Palestine, State of?
- 17 years are reported by both, from 1999 to 2018.
- How do Croatia and Palestine, State of rank globally for teachers in lower secondary education, female?
- Croatia ranks 59th and Palestine, State of ranks 56th 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.