Colombia vs Dominican Republic: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Colombia
- Dominican Republic
How they compare
Colombia currently reports 25,073 number against 21,950 number in Dominican Republic, a difference of 3,123 number.
That makes Colombia's figure about 1.1 times Dominican Republic's.
Across all 10 years both countries report, Colombia has been ahead every year.
Colombia ranks 41st and Dominican Republic ranks 44th of 131 countries.
Colombia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Colombia | Dominican Republic | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 26,147 number | 10,125 number | 16,022 number | Colombia |
| 2010s | 27,393 number | 13,343 number | 14,051 number | Colombia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Colombia or Dominican Republic?
- Colombia, at 25,073 number against 21,950 number in Dominican Republic as of 2017.
- What is the difference in teachers in upper secondary education, female between Colombia and Dominican Republic?
- 3,123 number, with Colombia ahead.
- How many years of comparable data are there for Colombia and Dominican Republic?
- 10 years are reported by both, from 2002 to 2015.
- How do Colombia and Dominican Republic rank globally for teachers in upper secondary education, female?
- Colombia ranks 41st and Dominican Republic ranks 44th 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.