Kazakhstan vs Poland: Percentage of teachers in post-secondary non-tertiary education who
Percentage of teachers in post-secondary non-tertiary education who over time
- Kazakhstan
- Poland
How they compare
Kazakhstan currently reports 72.7% against 69.0% in Poland, a difference of 3.7%.
That makes Kazakhstan's figure about 1.1 times Poland's.
Across all 10 years both countries report, Kazakhstan has been ahead every year.
Kazakhstan ranks 3rd and Poland ranks 5th of 61 countries.
Kazakhstan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Kazakhstan | Poland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 73.2% | 61.9% | 11.3% | Kazakhstan |
| 2010s | 73.5% | 66.5% | 6.9% | Kazakhstan |
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, Kazakhstan or Poland?
- Kazakhstan, at 72.7% against 69.0% in Poland as of 2019.
- What is the difference in percentage of teachers in post-secondary non-tertiary education who between Kazakhstan and Poland?
- 3.7%, with Kazakhstan ahead.
- How many years of comparable data are there for Kazakhstan and Poland?
- 10 years are reported by both, from 2006 to 2018.
- How do Kazakhstan and Poland rank globally for percentage of teachers in post-secondary non-tertiary education who?
- Kazakhstan ranks 3rd and Poland ranks 5th 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.