Romania vs Slovenia: Percentage of teachers in post-secondary non-tertiary education who
Percentage of teachers in post-secondary non-tertiary education who over time
- Romania
- Slovenia
How they compare
Romania currently reports 77.0% against 72.0% in Slovenia, a difference of 5.0%.
That makes Romania's figure about 1.1 times Slovenia's.
The two have swapped places 2 times across 6 shared years of data; in 1999 it was Slovenia ahead.
Romania ranks 1st and Slovenia ranks 4th of 61 countries.
Across the 2 decades both report, Romania averaged higher in 1 and Slovenia in 1.
Head to head by decade
| Decade | Romania | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 67.1% | 78.1% | 11.1% | Slovenia |
| 2000s | 65.7% | 65.1% | 0.6% | Romania |
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, Romania or Slovenia?
- Romania, at 77.0% against 72.0% in Slovenia as of 2018.
- What is the difference in percentage of teachers in post-secondary non-tertiary education who between Romania and Slovenia?
- 5.0%, with Romania ahead.
- How many years of comparable data are there for Romania and Slovenia?
- 6 years are reported by both, from 1999 to 2008.
- How do Romania and Slovenia rank globally for percentage of teachers in post-secondary non-tertiary education who?
- Romania ranks 1st and Slovenia ranks 4th 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.