Brazil vs Middle income: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Brazil
- Middle income
How they compare
Middle income currently reports 5.79 million number against 359,600 number in Brazil, a difference of 5.43 million number.
That makes Middle income's figure about 16.1 times Brazil's.
Across all 16 years both countries report, Middle income has been ahead every year.
Brazil ranks 5th and Middle income ranks 3rd of 131 countries.
Middle income has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Brazil | Middle income | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 385,960 number | 3.88 million number | 3.49 million number | Middle income |
| 2010s | 377,530 number | 5.10 million number | 4.72 million number | Middle income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Brazil or Middle income?
- Middle income, at 5.79 million number against 359,600 number in Brazil as of 2019.
- What is the difference in teachers in upper secondary education, female between Brazil and Middle income?
- 5.43 million number, with Middle income ahead.
- How many years of comparable data are there for Brazil and Middle income?
- 16 years are reported by both, from 2002 to 2018.
- How do Brazil and Middle income rank globally for teachers in upper secondary education, female?
- Brazil ranks 5th and Middle income ranks 3rd of 131 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in upper 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 upper secondary education institutions (ISCED 3). 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.