High income vs Myanmar: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- High income
- Myanmar
How they compare
High income currently reports 2.32 million number against 95,255 number in Myanmar, a difference of 2.22 million number.
That makes High income's figure about 24.3 times Myanmar's.
Across all 15 years both countries report, High income has been ahead every year.
High income ranks 14th and Myanmar ranks 17th of 43 groups.
High income has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | High income | Myanmar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2.04 million number | 41,740 number | 2.00 million number | High income |
| 2000s | 2.26 million number | 47,277 number | 2.21 million number | High income |
| 2010s | 2.30 million number | 75,474 number | 2.23 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, High income or Myanmar?
- High income, at 2.32 million number against 95,255 number in Myanmar as of 2019.
- What is the difference in teachers in lower secondary education, female between High income and Myanmar?
- 2.22 million number, with High income ahead.
- How many years of comparable data are there for High income and Myanmar?
- 15 years are reported by both, from 1999 to 2018.
- How do High income and Myanmar rank globally for teachers in lower secondary education, female?
- High income ranks 14th and Myanmar ranks 17th of 43 groups.
- 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.