Madagascar vs Sweden: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Madagascar
- Sweden
How they compare
Madagascar currently reports 25,090 number against 23,651 number in Sweden, a difference of 1,439 number.
That makes Madagascar's figure about 1.1 times Sweden's.
The two have swapped places 1 time across 6 shared years of data; in 1998 it was Sweden ahead.
Madagascar ranks 44th and Sweden ranks 47th of 138 countries.
Sweden has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Madagascar | Sweden | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 5,821 number | 16,402 number | 10,581 number | Sweden |
| 2000s | 15,203 number | 24,955 number | 9,752 number | Sweden |
| 2010s | 21,952 number | 23,037 number | 1,085 number | Sweden |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Madagascar or Sweden?
- Madagascar, at 25,090 number against 23,651 number in Sweden as of 2018.
- What is the difference in teachers in lower secondary education, female between Madagascar and Sweden?
- 1,439 number, with Madagascar ahead.
- How many years of comparable data are there for Madagascar and Sweden?
- 6 years are reported by both, from 1998 to 2018.
- How do Madagascar and Sweden rank globally for teachers in lower secondary education, female?
- Madagascar ranks 44th and Sweden ranks 47th 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.