Caribbean Small States vs Czechia: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Caribbean Small States
- Czechia
How they compare
Czechia currently reports 21,221 number against 11,992 number in Caribbean Small States, a difference of 9,229 number.
That makes Czechia's figure about 1.8 times Caribbean Small States's.
Across all 12 years both countries report, Czechia has been ahead every year.
Caribbean Small States ranks 42nd and Czechia ranks 45th of 43 groups.
Czechia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Caribbean Small States | Czechia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 7,617 number | 27,977 number | 20,360 number | Czechia |
| 2010s | 11,808 number | 22,598 number | 10,790 number | Czechia |
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 Czechia?
- Czechia, at 21,221 number against 11,992 number in Caribbean Small States as of 2012.
- What is the difference in teachers in upper secondary education, female between Caribbean Small States and Czechia?
- 9,229 number, with Czechia ahead.
- How many years of comparable data are there for Caribbean Small States and Czechia?
- 12 years are reported by both, from 2001 to 2012.
- How do Caribbean Small States and Czechia rank globally for teachers in upper secondary education, female?
- Caribbean Small States ranks 42nd and Czechia ranks 45th of 43 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.