Chile vs Sub-Saharan Africa: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Chile
- Sub-Saharan Africa
How they compare
Sub-Saharan Africa currently reports 309,787 number against 31,852 number in Chile, a difference of 277,935 number.
That makes Sub-Saharan Africa's figure about 9.7 times Chile's.
Across all 12 years both countries report, Sub-Saharan Africa has been ahead every year.
Chile ranks 32nd and Sub-Saharan Africa ranks 30th of 131 countries.
Sub-Saharan Africa has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Chile | Sub-Saharan Africa | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 23,492 number | 165,847 number | 142,356 number | Sub-Saharan Africa |
| 2010s | 27,160 number | 295,712 number | 268,552 number | Sub-Saharan Africa |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Chile or Sub-Saharan Africa?
- Sub-Saharan Africa, at 309,787 number against 31,852 number in Chile as of 2016.
- What is the difference in teachers in upper secondary education, female between Chile and Sub-Saharan Africa?
- 277,935 number, with Sub-Saharan Africa ahead.
- How many years of comparable data are there for Chile and Sub-Saharan Africa?
- 12 years are reported by both, from 2004 to 2015.
- How do Chile and Sub-Saharan Africa rank globally for teachers in upper secondary education, female?
- Chile ranks 32nd and Sub-Saharan Africa ranks 30th 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.