Caribbean Small States vs Colombia: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Caribbean Small States
- Colombia
How they compare
Colombia currently reports 25,073 number against 11,992 number in Caribbean Small States, a difference of 13,081 number.
That makes Colombia's figure about 2.1 times Caribbean Small States's.
Across all 8 years both countries report, Colombia has been ahead every year.
Caribbean Small States ranks 44th and Colombia ranks 41st of 45 groups.
Colombia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Caribbean Small States | Colombia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 8,053 number | 26,147 number | 18,094 number | Colombia |
| 2010s | 11,854 number | 28,111 number | 16,257 number | Colombia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Caribbean Small States or Colombia?
- Colombia, at 25,073 number against 11,992 number in Caribbean Small States as of 2017.
- What is the difference in teachers in upper secondary education, female between Caribbean Small States and Colombia?
- 13,081 number, with Colombia ahead.
- How many years of comparable data are there for Caribbean Small States and Colombia?
- 8 years are reported by both, from 2002 to 2013.
- How do Caribbean Small States and Colombia rank globally for teachers in upper secondary education, female?
- Caribbean Small States ranks 44th and Colombia ranks 41st of 45 groups.
- 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.