Chile vs Sudan: Teachers in upper secondary education, female

Chile
31,852 number
in 2018
Sudan
33,167 number
in 2017
Chile rank
32nd
Sudan rank
31st

Teachers in upper secondary education, female over time

  • Chile
  • Sudan
010.0k20.0k30.0k199920082018

How they compare

Sudan currently reports 33,167 number against 31,852 number in Chile, a difference of 1,315 number.

Across all 5 years both countries report, Sudan has been ahead every year.

Chile ranks 32nd and Sudan ranks 31st of 131 countries.

Sudan has averaged higher in every one of the 1 decades both report.

Frequently asked questions

Which has higher teachers in upper secondary education, female, Chile or Sudan?
Sudan, at 33,167 number against 31,852 number in Chile as of 2017.
What is the difference in teachers in upper secondary education, female between Chile and Sudan?
1,315 number, with Sudan ahead.
How many years of comparable data are there for Chile and Sudan?
5 years are reported by both, from 2012 to 2017.
How do Chile and Sudan rank globally for teachers in upper secondary education, female?
Chile ranks 32nd and Sudan ranks 31st 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.

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Chile vs Sudan: Teachers in upper secondary education, female. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 27 August 2026, from https://education.statizoid.com/compare/teachers-in-upper-secondary-education-female-number/chile/sudan/

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About this data

Indicator
Teachers in upper secondary education, female (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
176 places, 2,830 data points, 1971–2019
Last refreshed

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.