Kyrgyzstan vs Romania: Teachers in post-secondary non-tertiary education, female
Teachers in post-secondary non-tertiary education, female over time
- Kyrgyzstan
- Romania
How they compare
Kyrgyzstan currently reports 1,550 number against 1,446 number in Romania, a difference of 104 number.
That makes Kyrgyzstan's figure about 1.1 times Romania's.
The two have swapped places 1 time across 15 shared years of data; in 1999 it was Romania ahead.
Kyrgyzstan ranks 16th and Romania ranks 17th of 68 countries.
Across the 3 decades both report, Kyrgyzstan averaged higher in 2 and Romania in 1.
Head to head by decade
| Decade | Kyrgyzstan | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 776 number | 2,082 number | 1,306 number | Romania |
| 2000s | 1,998 number | 813.38 number | 1,185 number | Kyrgyzstan |
| 2010s | 1,876 number | 1,415 number | 461 number | Kyrgyzstan |
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 Romania?
- Kyrgyzstan, at 1,550 number against 1,446 number in Romania as of 2019.
- What is the difference in teachers in post-secondary non-tertiary education, female between Kyrgyzstan and Romania?
- 104 number, with Kyrgyzstan ahead.
- How many years of comparable data are there for Kyrgyzstan and Romania?
- 15 years are reported by both, from 1999 to 2018.
- How do Kyrgyzstan and Romania rank globally for teachers in post-secondary non-tertiary education, female?
- Kyrgyzstan ranks 16th and Romania ranks 17th 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.