Bangladesh vs IDA only: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Bangladesh
- IDA only
How they compare
IDA only currently reports 612,847 number against 45,321 number in Bangladesh, a difference of 567,526 number.
That makes IDA only's figure about 13.5 times Bangladesh's.
Across all 19 years both countries report, IDA only has been ahead every year.
Bangladesh ranks 30th and IDA only ranks 31st of 138 countries.
IDA only has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bangladesh | IDA only | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 17,446 number | 231,749 number | 214,302 number | IDA only |
| 2000s | 32,427 number | 337,330 number | 304,903 number | IDA only |
| 2010s | 45,300 number | 527,510 number | 482,211 number | IDA only |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Bangladesh or IDA only?
- IDA only, at 612,847 number against 45,321 number in Bangladesh as of 2019.
- What is the difference in teachers in lower secondary education, female between Bangladesh and IDA only?
- 567,526 number, with IDA only ahead.
- How many years of comparable data are there for Bangladesh and IDA only?
- 19 years are reported by both, from 1998 to 2019.
- How do Bangladesh and IDA only rank globally for teachers in lower secondary education, female?
- Bangladesh ranks 30th and IDA only ranks 31st 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.