IDA total vs Myanmar: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- IDA total
- Myanmar
How they compare
IDA total currently reports 1.40 million number against 95,255 number in Myanmar, a difference of 1.31 million number.
That makes IDA total's figure about 14.7 times Myanmar's.
Across all 15 years both countries report, IDA total has been ahead every year.
IDA total ranks 20th and Myanmar ranks 17th 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 | Myanmar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 570,595 number | 41,740 number | 528,855 number | IDA total |
| 2000s | 723,714 number | 47,277 number | 676,437 number | IDA total |
| 2010s | 1.21 million number | 75,474 number | 1.13 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 Myanmar?
- IDA total, at 1.40 million number against 95,255 number in Myanmar as of 2019.
- What is the difference in teachers in lower secondary education, female between IDA total and Myanmar?
- 1.31 million number, with IDA total ahead.
- How many years of comparable data are there for IDA total and Myanmar?
- 15 years are reported by both, from 1999 to 2018.
- How do IDA total and Myanmar rank globally for teachers in lower secondary education, female?
- IDA total ranks 20th 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.