Italy vs South Asia: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Italy
- South Asia
How they compare
South Asia currently reports 2.11 million number against 133,345 number in Italy, a difference of 1.98 million number.
That makes South Asia's figure about 15.8 times Italy's.
Across all 18 years both countries report, South Asia has been ahead every year.
Italy ranks 15th and South Asia ranks 16th of 138 countries.
South Asia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Italy | South Asia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 146,370 number | 585,336 number | 438,966 number | South Asia |
| 2000s | 135,468 number | 696,933 number | 561,465 number | South Asia |
| 2010s | 131,473 number | 1.48 million number | 1.34 million number | South Asia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, female, Italy or South Asia?
- South Asia, at 2.11 million number against 133,345 number in Italy as of 2019.
- What is the difference in teachers in lower secondary education, female between Italy and South Asia?
- 1.98 million number, with South Asia ahead.
- How many years of comparable data are there for Italy and South Asia?
- 18 years are reported by both, from 1994 to 2018.
- How do Italy and South Asia rank globally for teachers in lower secondary education, female?
- Italy ranks 15th and South Asia ranks 16th 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.