Macau, China vs Mauritania: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Macau, China
- Mauritania
How they compare
Macau, China currently reports 762 number against 530 number in Mauritania, a difference of 232 number.
That makes Macau, China's figure about 1.4 times Mauritania's.
Across all 16 years both countries report, Macau, China has been ahead every year.
Macau, China ranks 116th and Mauritania ranks 119th of 138 countries.
Macau, China has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Macau, China | Mauritania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 516 number | 100 number | 416 number | Macau, China |
| 2000s | 682.38 number | 215.12 number | 467.25 number | Macau, China |
| 2010s | 759 number | 356.43 number | 402.57 number | Macau, China |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Macau, China or Mauritania?
- Macau, China, at 762 number against 530 number in Mauritania as of 2019.
- What is the difference in teachers in lower secondary education, female between Macau, China and Mauritania?
- 232 number, with Macau, China ahead.
- How many years of comparable data are there for Macau, China and Mauritania?
- 16 years are reported by both, from 1999 to 2019.
- How do Macau, China and Mauritania rank globally for teachers in lower secondary education, female?
- Macau, China ranks 116th and Mauritania ranks 119th 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.