Argentina vs High income: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Argentina
- High income
How they compare
High income currently reports 2.32 million number against 111,171 number in Argentina, a difference of 2.21 million number.
That makes High income's figure about 20.8 times Argentina's.
Across all 11 years both countries report, High income has been ahead every year.
Argentina ranks 16th and High income ranks 14th of 138 countries.
High income has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Argentina | High income | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 119,264 number | 2.01 million number | 1.89 million number | High income |
| 2000s | 97,329 number | 2.26 million number | 2.16 million number | High income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Argentina or High income?
- High income, at 2.32 million number against 111,171 number in Argentina as of 2019.
- What is the difference in teachers in lower secondary education, female between Argentina and High income?
- 2.21 million number, with High income ahead.
- How many years of comparable data are there for Argentina and High income?
- 11 years are reported by both, from 1998 to 2008.
- How do Argentina and High income rank globally for teachers in lower secondary education, female?
- Argentina ranks 16th and High income ranks 14th of 138 countries.
- 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.