Bangladesh vs Viet Nam: Teachers in primary education, female
Teachers in primary education, female over time
- Bangladesh
- Viet Nam
How they compare
Bangladesh currently reports 353,632 number against 303,529 number in Viet Nam, a difference of 50,103 number.
That makes Bangladesh's figure about 1.2 times Viet Nam's.
The two have swapped places 1 time across 18 shared years of data; in 1976 it was Viet Nam ahead.
Bangladesh ranks 8th and Viet Nam ranks 11th of 196 countries.
Viet Nam has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Bangladesh | Viet Nam | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 12,132 number | 125,732 number | 113,600 number | Viet Nam |
| 1980s | 13,564 number | 150,006 number | 136,443 number | Viet Nam |
| 2000s | 143,223 number | 272,246 number | 129,023 number | Viet Nam |
| 2010s | 287,836 number | 294,179 number | 6,344 number | Viet Nam |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, female, Bangladesh or Viet Nam?
- Bangladesh, at 353,632 number against 303,529 number in Viet Nam as of 2018.
- What is the difference in teachers in primary education, female between Bangladesh and Viet Nam?
- 50,103 number, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Viet Nam?
- 18 years are reported by both, from 1976 to 2018.
- How do Bangladesh and Viet Nam rank globally for teachers in primary education, female?
- Bangladesh ranks 8th and Viet Nam ranks 11th 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.