Dominican Republic vs Sweden: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Dominican Republic
- Sweden
How they compare
Dominican Republic currently reports 21,950 number against 20,531 number in Sweden, a difference of 1,419 number.
That makes Dominican Republic's figure about 1.1 times Sweden's.
Across all 14 years both countries report, Sweden has been ahead every year.
Dominican Republic ranks 44th and Sweden ranks 46th of 131 countries.
Sweden has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Dominican Republic | Sweden | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 6,417 number | 17,399 number | 10,982 number | Sweden |
| 2000s | 9,996 number | 19,713 number | 9,718 number | Sweden |
| 2010s | 13,343 number | 20,155 number | 6,812 number | Sweden |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Dominican Republic or Sweden?
- Dominican Republic, at 21,950 number against 20,531 number in Sweden as of 2019.
- What is the difference in teachers in upper secondary education, female between Dominican Republic and Sweden?
- 1,419 number, with Dominican Republic ahead.
- How many years of comparable data are there for Dominican Republic and Sweden?
- 14 years are reported by both, from 1999 to 2015.
- How do Dominican Republic and Sweden rank globally for teachers in upper secondary education, female?
- Dominican Republic ranks 44th and Sweden ranks 46th 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.