Andorra vs Niger: Percentage of teachers in post-secondary non-tertiary education who
Percentage of teachers in post-secondary non-tertiary education who over time
- Andorra
- Niger
How they compare
Niger currently reports 6.2% against 0.0% in Andorra, a difference of 6.2%.
The two have swapped places 1 time across 6 shared years of data; in 2008 it was Andorra ahead.
Andorra ranks 61st and Niger ranks 60th of 61 countries.
Across the 2 decades both report, Andorra averaged higher in 1 and Niger in 1.
Head to head by decade
| Decade | Andorra | Niger | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 66.8% | 3.9% | 62.9% | Andorra |
| 2010s | 0.0% | 5.0% | 5.0% | Niger |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of teachers in post-secondary non-tertiary education who, Andorra or Niger?
- Niger, at 6.2% against 0.0% in Andorra as of 2017.
- What is the difference in percentage of teachers in post-secondary non-tertiary education who between Andorra and Niger?
- 6.2%, with Niger ahead.
- How many years of comparable data are there for Andorra and Niger?
- 6 years are reported by both, from 2008 to 2017.
- How do Andorra and Niger rank globally for percentage of teachers in post-secondary non-tertiary education who?
- Andorra ranks 61st and Niger ranks 60th of 61 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of teachers in post-secondary non-tertiary education who are female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Number of female teachers at the post-secondary non-tertiary level expressed as a percentage of the total number of teachers (male and female) at the post-secondary non-tertiary level in a given school year. 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.