Guatemala vs United Arab Emirates: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Guatemala
- United Arab Emirates
How they compare
United Arab Emirates currently reports 14,336 number against 13,442 number in Guatemala, a difference of 894 number.
That makes United Arab Emirates's figure about 1.1 times Guatemala's.
Across all 5 years both countries report, Guatemala has been ahead every year.
Guatemala ranks 69th and United Arab Emirates ranks 67th of 138 countries.
Guatemala has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Guatemala | United Arab Emirates | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 15,501 number | 7,975 number | 7,526 number | Guatemala |
| 2010s | 25,097 number | 11,678 number | 13,418 number | Guatemala |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Guatemala or United Arab Emirates?
- United Arab Emirates, at 14,336 number against 13,442 number in Guatemala as of 2016.
- What is the difference in teachers in lower secondary education, female between Guatemala and United Arab Emirates?
- 894 number, with United Arab Emirates ahead.
- How many years of comparable data are there for Guatemala and United Arab Emirates?
- 5 years are reported by both, from 2006 to 2016.
- How do Guatemala and United Arab Emirates rank globally for teachers in lower secondary education, female?
- Guatemala ranks 69th and United Arab Emirates ranks 67th 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.