Bangladesh vs North America: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Bangladesh
- North America
How they compare
North America currently reports 615,374 number against 45,321 number in Bangladesh, a difference of 570,053 number.
That makes North America's figure about 13.6 times Bangladesh's.
Across all 18 years both countries report, North America has been ahead every year.
Bangladesh ranks 30th and North America ranks 30th of 138 countries.
North America has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bangladesh | North America | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 17,446 number | 495,450 number | 478,004 number | North America |
| 2000s | 32,427 number | 605,065 number | 572,638 number | North America |
| 2010s | 45,296 number | 602,804 number | 557,508 number | North America |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Bangladesh or North America?
- North America, at 615,374 number against 45,321 number in Bangladesh as of 2018.
- What is the difference in teachers in lower secondary education, female between Bangladesh and North America?
- 570,053 number, with North America ahead.
- How many years of comparable data are there for Bangladesh and North America?
- 18 years are reported by both, from 1998 to 2017.
- How do Bangladesh and North America rank globally for teachers in lower secondary education, female?
- Bangladesh ranks 30th and North America ranks 30th 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.