Czechia vs New Zealand: Teachers in post-secondary non-tertiary education, female
Teachers in post-secondary non-tertiary education, female over time
- Czechia
- New Zealand
How they compare
Czechia currently reports 1,272 number against 983.4 number in New Zealand, a difference of 288.6 number.
That makes Czechia's figure about 1.3 times New Zealand's.
Across all 6 years both countries report, Czechia has been ahead every year.
Czechia ranks 18th and New Zealand ranks 19th of 68 countries.
Czechia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Czechia | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 3,876 number | 701 number | 3,175 number | Czechia |
| 2000s | 1,368 number | 845 number | 522.67 number | Czechia |
| 2010s | 1,244 number | 1,065 number | 179 number | Czechia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in post-secondary non-tertiary education, female, Czechia or New Zealand?
- Czechia, at 1,272 number against 983.4 number in New Zealand as of 2012.
- What is the difference in teachers in post-secondary non-tertiary education, female between Czechia and New Zealand?
- 288.6 number, with Czechia ahead.
- How many years of comparable data are there for Czechia and New Zealand?
- 6 years are reported by both, from 1998 to 2012.
- How do Czechia and New Zealand rank globally for teachers in post-secondary non-tertiary education, female?
- Czechia ranks 18th and New Zealand ranks 19th of 68 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in post-secondary non-tertiary 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 post-secondary non-tertiary education institutions (ISCED 4). 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.