Afghanistan vs Ethiopia: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Afghanistan
- Ethiopia
How they compare
Ethiopia currently reports 2,841 number against 2,270 number in Afghanistan, a difference of 571 number.
That makes Ethiopia's figure about 1.3 times Afghanistan's.
The two have swapped places 1 time across 5 shared years of data; in 1990 it was Afghanistan ahead.
Afghanistan ranks 92nd and Ethiopia ranks 89th of 159 countries.
Across the 3 decades both report, Afghanistan averaged higher in 1 and Ethiopia in 2.
Head to head by decade
| Decade | Afghanistan | Ethiopia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 323 number | 127 number | 196 number | Afghanistan |
| 2000s | 311.33 number | 640.33 number | 329 number | Ethiopia |
| 2010s | 1,180 number | 2,841 number | 1,661 number | Ethiopia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Afghanistan or Ethiopia?
- Ethiopia, at 2,841 number against 2,270 number in Afghanistan as of 2014.
- What is the difference in teachers in tertiary education programmes, female between Afghanistan and Ethiopia?
- 571 number, with Ethiopia ahead.
- How many years of comparable data are there for Afghanistan and Ethiopia?
- 5 years are reported by both, from 1990 to 2014.
- How do Afghanistan and Ethiopia rank globally for teachers in tertiary education programmes, female?
- Afghanistan ranks 92nd and Ethiopia ranks 89th of 159 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education programmes, 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 tertiary education institutions (ISCED 5-8). 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.