Guyana vs Latvia: Teachers in post-secondary non-tertiary education, female
Teachers in post-secondary non-tertiary education, female over time
- Guyana
- Latvia
How they compare
Latvia currently reports 165 number against 116 number in Guyana, a difference of 49 number.
That makes Latvia's figure about 1.4 times Guyana's.
Across all 11 years both countries report, Latvia has been ahead every year.
Guyana ranks 36th and Latvia ranks 34th of 68 countries.
Latvia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Guyana | Latvia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 165 number | 370 number | 205 number | Latvia |
| 2000s | 88.83 number | 254.83 number | 166 number | Latvia |
| 2010s | 64.75 number | 119.5 number | 54.75 number | Latvia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in post-secondary non-tertiary education, female, Guyana or Latvia?
- Latvia, at 165 number against 116 number in Guyana as of 2018.
- What is the difference in teachers in post-secondary non-tertiary education, female between Guyana and Latvia?
- 49 number, with Latvia ahead.
- How many years of comparable data are there for Guyana and Latvia?
- 11 years are reported by both, from 1999 to 2017.
- How do Guyana and Latvia rank globally for teachers in post-secondary non-tertiary education, female?
- Guyana ranks 36th and Latvia ranks 34th 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.