Bangladesh vs Ghana: Percentage of teachers in post-secondary non-tertiary education who
Percentage of teachers in post-secondary non-tertiary education who over time
- Bangladesh
- Ghana
How they compare
Ghana currently reports 24.1% against 22.0% in Bangladesh, a difference of 2.1%.
That makes Ghana's figure about 1.1 times Bangladesh's.
The two have swapped places 3 times across 10 shared years of data; in 1999 it was Bangladesh ahead.
Bangladesh ranks 53rd and Ghana ranks 51st of 61 countries.
Across the 3 decades both report, Bangladesh averaged higher in 2 and Ghana in 1.
Head to head by decade
| Decade | Bangladesh | Ghana | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 35.5% | 20.8% | 14.8% | Bangladesh |
| 2000s | 28.5% | 22.9% | 5.7% | Bangladesh |
| 2010s | 22.7% | 23.0% | 0.4% | Ghana |
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, Bangladesh or Ghana?
- Ghana, at 24.1% against 22.0% in Bangladesh as of 2012.
- What is the difference in percentage of teachers in post-secondary non-tertiary education who between Bangladesh and Ghana?
- 2.1%, with Ghana ahead.
- How many years of comparable data are there for Bangladesh and Ghana?
- 10 years are reported by both, from 1999 to 2011.
- How do Bangladesh and Ghana rank globally for percentage of teachers in post-secondary non-tertiary education who?
- Bangladesh ranks 53rd and Ghana ranks 51st 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.