High income vs Mexico: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- High income
- Mexico
How they compare
High income currently reports 2.03 million number against 126,708 number in Mexico, a difference of 1.91 million number.
That makes High income's figure about 16.0 times Mexico's.
Across all 14 years both countries report, High income has been ahead every year.
High income ranks 12th and Mexico ranks 11th of 43 groups.
High income has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | High income | Mexico | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1.63 million number | 79,063 number | 1.55 million number | High income |
| 2000s | 1.84 million number | 97,915 number | 1.74 million number | High income |
| 2010s | 2.00 million number | 121,936 number | 1.87 million number | High income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, High income or Mexico?
- High income, at 2.03 million number against 126,708 number in Mexico as of 2019.
- What is the difference in teachers in upper secondary education, female between High income and Mexico?
- 1.91 million number, with High income ahead.
- How many years of comparable data are there for High income and Mexico?
- 14 years are reported by both, from 1999 to 2012.
- How do High income and Mexico rank globally for teachers in upper secondary education, female?
- High income ranks 12th and Mexico ranks 11th of 43 groups.
- 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.