Kyrgyzstan vs Malaysia: Teachers in post-secondary non-tertiary education, female
Teachers in post-secondary non-tertiary education, female over time
- Kyrgyzstan
- Malaysia
How they compare
Malaysia currently reports 2,195 number against 1,550 number in Kyrgyzstan, a difference of 645 number.
That makes Malaysia's figure about 1.4 times Kyrgyzstan's.
The two have swapped places 3 times across 8 shared years of data; in 1999 it was Malaysia ahead.
Kyrgyzstan ranks 16th and Malaysia ranks 13th of 68 countries.
Malaysia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Kyrgyzstan | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 776 number | 1,154 number | 378 number | Malaysia |
| 2000s | 1,972 number | 2,363 number | 391.57 number | Malaysia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in post-secondary non-tertiary education, female, Kyrgyzstan or Malaysia?
- Malaysia, at 2,195 number against 1,550 number in Kyrgyzstan as of 2008.
- What is the difference in teachers in post-secondary non-tertiary education, female between Kyrgyzstan and Malaysia?
- 645 number, with Malaysia ahead.
- How many years of comparable data are there for Kyrgyzstan and Malaysia?
- 8 years are reported by both, from 1999 to 2007.
- How do Kyrgyzstan and Malaysia rank globally for teachers in post-secondary non-tertiary education, female?
- Kyrgyzstan ranks 16th and Malaysia ranks 13th 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.