Arab World vs Bangladesh: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Arab World
- Bangladesh
How they compare
Arab World currently reports 625,377 number against 45,321 number in Bangladesh, a difference of 580,056 number.
That makes Arab World's figure about 13.8 times Bangladesh's.
Across all 19 years both countries report, Arab World has been ahead every year.
Arab World ranks 29th and Bangladesh ranks 30th of 45 groups.
Arab World has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Arab World | Bangladesh | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 353,650 number | 17,446 number | 336,204 number | Arab World |
| 2000s | 448,626 number | 32,427 number | 416,200 number | Arab World |
| 2010s | 589,065 number | 45,300 number | 543,766 number | Arab World |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Arab World or Bangladesh?
- Arab World, at 625,377 number against 45,321 number in Bangladesh as of 2019.
- What is the difference in teachers in lower secondary education, female between Arab World and Bangladesh?
- 580,056 number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Bangladesh?
- 19 years are reported by both, from 1998 to 2019.
- How do Arab World and Bangladesh rank globally for teachers in lower secondary education, female?
- Arab World ranks 29th and Bangladesh ranks 30th of 45 groups.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in lower secondary education, female (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of female teachers in public and private lower secondary education institutions (ISCED 2). 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.