Costa Rica vs Palestine, State of: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Costa Rica
- Palestine, State of
How they compare
Costa Rica currently reports 9,000 number against 8,746 number in Palestine, State of, a difference of 254 number.
Across all 16 years both countries report, Costa Rica has been ahead every year.
Costa Rica ranks 67th and Palestine, State of ranks 68th of 131 countries.
Costa Rica has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Costa Rica | Palestine, State of | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1,897 number | 1,297 number | 600 number | Costa Rica |
| 2000s | 3,638 number | 2,394 number | 1,244 number | Costa Rica |
| 2010s | 7,117 number | 5,056 number | 2,061 number | Costa Rica |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Costa Rica or Palestine, State of?
- Costa Rica, at 9,000 number against 8,746 number in Palestine, State of as of 2019.
- What is the difference in teachers in upper secondary education, female between Costa Rica and Palestine, State of?
- 254 number, with Costa Rica ahead.
- How many years of comparable data are there for Costa Rica and Palestine, State of?
- 16 years are reported by both, from 1999 to 2019.
- How do Costa Rica and Palestine, State of rank globally for teachers in upper secondary education, female?
- Costa Rica ranks 67th and Palestine, State of ranks 68th 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.