Myanmar vs South Asia: Teachers in lower secondary education, female
Teachers in lower secondary education, female over time
- Myanmar
- South Asia
How they compare
South Asia currently reports 2.11 million number against 95,255 number in Myanmar, a difference of 2.02 million number.
That makes South Asia's figure about 22.2 times Myanmar's.
Across all 15 years both countries report, South Asia has been ahead every year.
Myanmar ranks 17th 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 | Myanmar | South Asia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 41,740 number | 564,620 number | 522,880 number | South Asia |
| 2000s | 47,277 number | 751,588 number | 704,311 number | South Asia |
| 2010s | 75,474 number | 1.42 million number | 1.35 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, Myanmar or South Asia?
- South Asia, at 2.11 million number against 95,255 number in Myanmar as of 2019.
- What is the difference in teachers in lower secondary education, female between Myanmar and South Asia?
- 2.02 million number, with South Asia ahead.
- How many years of comparable data are there for Myanmar and South Asia?
- 15 years are reported by both, from 1999 to 2018.
- How do Myanmar and South Asia rank globally for teachers in lower secondary education, female?
- Myanmar ranks 17th 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.