Portugal vs Small states: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Portugal
- Small states
How they compare
Small states currently reports 56,766 number against 28,753 number in Portugal, a difference of 28,013 number.
That makes Small states's figure about 2.0 times Portugal's.
Across all 17 years both countries report, Small states has been ahead every year.
Portugal ranks 39th and Small states ranks 40th of 138 countries.
Small states has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Portugal | Small states | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 30,471 number | 46,164 number | 15,693 number | Small states |
| 2010s | 29,765 number | 51,264 number | 21,499 number | Small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Portugal or Small states?
- Small states, at 56,766 number against 28,753 number in Portugal as of 2019.
- What is the difference in teachers in lower secondary education, female between Portugal and Small states?
- 28,013 number, with Small states ahead.
- How many years of comparable data are there for Portugal and Small states?
- 17 years are reported by both, from 2000 to 2018.
- How do Portugal and Small states rank globally for teachers in lower secondary education, female?
- Portugal ranks 39th and Small states ranks 40th 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.