Israel vs Sub-Saharan Africa (excluding high income): Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Israel
- Sub-Saharan Africa (excluding high income)
How they compare
Sub-Saharan Africa (excluding high income) currently reports 303,498 number against 28,660 number in Israel, a difference of 274,838 number.
That makes Sub-Saharan Africa (excluding high income)'s figure about 10.6 times Israel's.
Across all 7 years both countries report, Sub-Saharan Africa (excluding high income) has been ahead every year.
Israel ranks 35th and Sub-Saharan Africa (excluding high income) ranks 34th of 131 countries.
Sub-Saharan Africa (excluding high income) has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Israel or Sub-Saharan Africa (excluding high income)?
- Sub-Saharan Africa (excluding high income), at 303,498 number against 28,660 number in Israel as of 2016.
- What is the difference in teachers in upper secondary education, female between Israel and Sub-Saharan Africa (excluding high income)?
- 274,838 number, with Sub-Saharan Africa (excluding high income) ahead.
- How many years of comparable data are there for Israel and Sub-Saharan Africa (excluding high income)?
- 7 years are reported by both, from 2003 to 2009.
- How do Israel and Sub-Saharan Africa (excluding high income) rank globally for teachers in upper secondary education, female?
- Israel ranks 35th and Sub-Saharan Africa (excluding high income) ranks 34th 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.