Bangladesh vs Philippines: Teachers in primary education, female
Teachers in primary education, female over time
- Bangladesh
- Philippines
How they compare
Philippines currently reports 432,953 number against 353,632 number in Bangladesh, a difference of 79,321 number.
That makes Philippines's figure about 1.2 times Bangladesh's.
Across all 14 years both countries report, Philippines has been ahead every year.
Bangladesh ranks 8th and Philippines ranks 6th of 196 countries.
Philippines has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Bangladesh | Philippines | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 2,541 number | 196,680 number | 194,139 number | Philippines |
| 1980s | 13,465 number | 232,988 number | 219,523 number | Philippines |
| 2000s | 140,768 number | 346,149 number | 205,380 number | Philippines |
| 2010s | 337,549 number | 426,410 number | 88,860 number | Philippines |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Bangladesh or Philippines?
- Philippines, at 432,953 number against 353,632 number in Bangladesh as of 2018.
- What is the difference in teachers in primary education, female between Bangladesh and Philippines?
- 79,321 number, with Philippines ahead.
- How many years of comparable data are there for Bangladesh and Philippines?
- 14 years are reported by both, from 1971 to 2018.
- How do Bangladesh and Philippines rank globally for teachers in primary education, female?
- Bangladesh ranks 8th and Philippines ranks 6th of 196 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in primary 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 primary education institutions. 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.