IDA blend vs Saudi Arabia: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- IDA blend
- Saudi Arabia
How they compare
IDA blend currently reports 768,176 number against 60,674 number in Saudi Arabia, a difference of 707,502 number.
That makes IDA blend's figure about 12.7 times Saudi Arabia's.
Across all 9 years both countries report, IDA blend has been ahead every year.
IDA blend ranks 25th and Saudi Arabia ranks 26th of 43 groups.
IDA blend has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | IDA blend | Saudi Arabia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 402,903 number | 75,682 number | 327,222 number | IDA blend |
| 2010s | 693,321 number | 73,698 number | 619,624 number | IDA blend |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, IDA blend or Saudi Arabia?
- IDA blend, at 768,176 number against 60,674 number in Saudi Arabia as of 2019.
- What is the difference in teachers in lower secondary education, female between IDA blend and Saudi Arabia?
- 707,502 number, with IDA blend ahead.
- How many years of comparable data are there for IDA blend and Saudi Arabia?
- 9 years are reported by both, from 2008 to 2019.
- How do IDA blend and Saudi Arabia rank globally for teachers in lower secondary education, female?
- IDA blend ranks 25th and Saudi Arabia ranks 26th 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.