Czechia vs Pacific island small states: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Czechia
- Pacific island small states
How they compare
Czechia currently reports 21,221 number against 2,076 number in Pacific island small states, a difference of 19,145 number.
That makes Czechia's figure about 10.2 times Pacific island small states's.
Across all 11 years both countries report, Czechia has been ahead every year.
Czechia ranks 45th and Pacific island small states ranks 45th of 131 countries.
Czechia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Czechia | Pacific island small states | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 27,879 number | 2,203 number | 25,676 number | Czechia |
| 2010s | 22,598 number | 2,389 number | 20,209 number | Czechia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Czechia or Pacific island small states?
- Czechia, at 21,221 number against 2,076 number in Pacific island small states as of 2012.
- What is the difference in teachers in upper secondary education, female between Czechia and Pacific island small states?
- 19,145 number, with Czechia ahead.
- How many years of comparable data are there for Czechia and Pacific island small states?
- 11 years are reported by both, from 2002 to 2012.
- How do Czechia and Pacific island small states rank globally for teachers in upper secondary education, female?
- Czechia ranks 45th and Pacific island small states ranks 45th 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.