Dominican Republic vs Morocco: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Dominican Republic
- Morocco
How they compare
Morocco currently reports 23,822 number against 21,950 number in Dominican Republic, a difference of 1,872 number.
That makes Morocco's figure about 1.1 times Dominican Republic's.
Across all 6 years both countries report, Morocco has been ahead every year.
Dominican Republic ranks 44th and Morocco ranks 43rd of 131 countries.
Morocco has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Dominican Republic | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 6,417 number | 10,314 number | 3,897 number | Morocco |
| 2000s | 10,080 number | 12,272 number | 2,193 number | Morocco |
| 2010s | 21,950 number | 23,822 number | 1,872 number | Morocco |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Dominican Republic or Morocco?
- Morocco, at 23,822 number against 21,950 number in Dominican Republic as of 2019.
- What is the difference in teachers in upper secondary education, female between Dominican Republic and Morocco?
- 1,872 number, with Morocco ahead.
- How many years of comparable data are there for Dominican Republic and Morocco?
- 6 years are reported by both, from 1999 to 2019.
- How do Dominican Republic and Morocco rank globally for teachers in upper secondary education, female?
- Dominican Republic ranks 44th and Morocco ranks 43rd 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.