Bulgaria vs Kyrgyzstan: Percentage of teachers in post-secondary non-tertiary education who
Percentage of teachers in post-secondary non-tertiary education who over time
- Bulgaria
- Kyrgyzstan
How they compare
Kyrgyzstan currently reports 50.3% against 50.0% in Bulgaria, a difference of 0.3%.
The two have swapped places 3 times across 13 shared years of data; in 2000 it was Kyrgyzstan ahead.
Bulgaria ranks 33rd and Kyrgyzstan ranks 32nd of 61 countries.
Across the 2 decades both report, Bulgaria averaged higher in 1 and Kyrgyzstan in 1.
Head to head by decade
| Decade | Bulgaria | Kyrgyzstan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 51.9% | 67.0% | 15.1% | Kyrgyzstan |
| 2010s | 51.3% | 48.1% | 3.2% | Bulgaria |
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, Bulgaria or Kyrgyzstan?
- Kyrgyzstan, at 50.3% against 50.0% in Bulgaria as of 2019.
- What is the difference in percentage of teachers in post-secondary non-tertiary education who between Bulgaria and Kyrgyzstan?
- 0.3%, with Kyrgyzstan ahead.
- How many years of comparable data are there for Bulgaria and Kyrgyzstan?
- 13 years are reported by both, from 2000 to 2018.
- How do Bulgaria and Kyrgyzstan rank globally for percentage of teachers in post-secondary non-tertiary education who?
- Bulgaria ranks 33rd and Kyrgyzstan ranks 32nd 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.