Bulgaria vs Seychelles: Percentage of teachers in post-secondary non-tertiary education who
Percentage of teachers in post-secondary non-tertiary education who over time
- Bulgaria
- Seychelles
How they compare
Bulgaria currently reports 50.0% against 48.8% in Seychelles, a difference of 1.2%.
The two have swapped places 4 times across 13 shared years of data; in 1998 it was Bulgaria ahead.
Bulgaria ranks 33rd and Seychelles ranks 35th of 61 countries.
Bulgaria has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bulgaria | Seychelles | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 39.0% | 38.1% | 1.0% | Bulgaria |
| 2000s | 49.8% | 37.9% | 11.9% | Bulgaria |
| 2010s | 52.5% | 46.9% | 5.6% | 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 Seychelles?
- Bulgaria, at 50.0% against 48.8% in Seychelles as of 2018.
- What is the difference in percentage of teachers in post-secondary non-tertiary education who between Bulgaria and Seychelles?
- 1.2%, with Bulgaria ahead.
- How many years of comparable data are there for Bulgaria and Seychelles?
- 13 years are reported by both, from 1998 to 2018.
- How do Bulgaria and Seychelles rank globally for percentage of teachers in post-secondary non-tertiary education who?
- Bulgaria ranks 33rd and Seychelles ranks 35th 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.