Bangladesh vs Sub-Saharan Africa: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Bangladesh
- Sub-Saharan Africa
How they compare
Sub-Saharan Africa currently reports 554,387 number against 45,321 number in Bangladesh, a difference of 509,066 number.
That makes Sub-Saharan Africa's figure about 12.2 times Bangladesh's.
Across all 12 years both countries report, Sub-Saharan Africa has been ahead every year.
Bangladesh ranks 30th and Sub-Saharan Africa ranks 32nd of 138 countries.
Sub-Saharan Africa has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Bangladesh | Sub-Saharan Africa | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 37,732 number | 266,478 number | 228,746 number | Sub-Saharan Africa |
| 2010s | 44,219 number | 465,390 number | 421,170 number | Sub-Saharan Africa |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Bangladesh or Sub-Saharan Africa?
- Sub-Saharan Africa, at 554,387 number against 45,321 number in Bangladesh as of 2016.
- What is the difference in teachers in lower secondary education, female between Bangladesh and Sub-Saharan Africa?
- 509,066 number, with Sub-Saharan Africa ahead.
- How many years of comparable data are there for Bangladesh and Sub-Saharan Africa?
- 12 years are reported by both, from 2003 to 2016.
- How do Bangladesh and Sub-Saharan Africa rank globally for teachers in lower secondary education, female?
- Bangladesh ranks 30th and Sub-Saharan Africa ranks 32nd 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.