Bangladesh vs Morocco: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Bangladesh
- Morocco
How they compare
Bangladesh currently reports 45,321 number against 33,768 number in Morocco, a difference of 11,553 number.
That makes Bangladesh's figure about 1.3 times Morocco's.
The two have swapped places 1 time across 8 shared years of data; in 1999 it was Morocco ahead.
Bangladesh ranks 30th and Morocco ranks 33rd of 138 countries.
Across the 3 decades both report, Bangladesh averaged higher in 2 and Morocco in 1.
Head to head by decade
| Decade | Bangladesh | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 17,984 number | 18,624 number | 640 number | Morocco |
| 2000s | 24,017 number | 20,152 number | 3,865 number | Bangladesh |
| 2010s | 48,000 number | 31,540 number | 16,460 number | Bangladesh |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Bangladesh or Morocco?
- Bangladesh, at 45,321 number against 33,768 number in Morocco as of 2019.
- What is the difference in teachers in lower secondary education, female between Bangladesh and Morocco?
- 11,553 number, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Morocco?
- 8 years are reported by both, from 1999 to 2019.
- How do Bangladesh and Morocco rank globally for teachers in lower secondary education, female?
- Bangladesh ranks 30th and Morocco ranks 33rd 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.