IDA total vs South Korea: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- IDA total
- South Korea
How they compare
IDA total currently reports 1.40 million number against 72,568 number in South Korea, a difference of 1.33 million number.
That makes IDA total's figure about 19.3 times South Korea's.
Across all 22 years both countries report, IDA total has been ahead every year.
IDA total ranks 20th and South Korea ranks 23rd of 43 groups.
IDA total has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | IDA total | South Korea | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 571,764 number | 49,142 number | 522,622 number | IDA total |
| 2000s | 723,714 number | 61,144 number | 662,570 number | IDA total |
| 2010s | 1.17 million number | 73,224 number | 1.09 million number | IDA total |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, IDA total or South Korea?
- IDA total, at 1.40 million number against 72,568 number in South Korea as of 2019.
- What is the difference in teachers in lower secondary education, female between IDA total and South Korea?
- 1.33 million number, with IDA total ahead.
- How many years of comparable data are there for IDA total and South Korea?
- 22 years are reported by both, from 1997 to 2018.
- How do IDA total and South Korea rank globally for teachers in lower secondary education, female?
- IDA total ranks 20th and South Korea ranks 23rd 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.