Cayman Islands vs Eritrea: Teachers in post-secondary non-tertiary education, female
Teachers in post-secondary non-tertiary education, female over time
- Cayman Islands
- Eritrea
How they compare
Eritrea currently reports 31 number against 15 number in Cayman Islands, a difference of 16 number.
That makes Eritrea's figure about 2.1 times Cayman Islands's.
The two have swapped places 1 time across 6 shared years of data; in 2000 it was Eritrea ahead.
Cayman Islands ranks 50th and Eritrea ranks 47th of 68 countries.
Across the 2 decades both report, Cayman Islands averaged higher in 1 and Eritrea in 1.
Head to head by decade
| Decade | Cayman Islands | Eritrea | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 2.8 number | 6 number | 3.2 number | Eritrea |
| 2010s | 48 number | 12 number | 36 number | Cayman Islands |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in post-secondary non-tertiary education, female, Cayman Islands or Eritrea?
- Eritrea, at 31 number against 15 number in Cayman Islands as of 2017.
- What is the difference in teachers in post-secondary non-tertiary education, female between Cayman Islands and Eritrea?
- 16 number, with Eritrea ahead.
- How many years of comparable data are there for Cayman Islands and Eritrea?
- 6 years are reported by both, from 2000 to 2012.
- How do Cayman Islands and Eritrea rank globally for teachers in post-secondary non-tertiary education, female?
- Cayman Islands ranks 50th and Eritrea ranks 47th of 68 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in post-secondary non-tertiary 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 post-secondary non-tertiary education institutions (ISCED 4). 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.