Albania vs Singapore: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Albania
- Singapore
How they compare
Albania currently reports 5,516 number against 5,252 number in Singapore, a difference of 264 number.
That makes Albania's figure about 1.1 times Singapore's.
The two have swapped places 3 times across 10 shared years of data; in 1971 it was Singapore ahead.
Albania ranks 72nd and Singapore ranks 73rd of 159 countries.
Singapore has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Albania | Singapore | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 167.5 number | 249.5 number | 82 number | Singapore |
| 1980s | 250 number | 565 number | 315 number | Singapore |
| 1990s | 443 number | 1,967 number | 1,524 number | Singapore |
| 2010s | 5,084 number | 5,577 number | 493.03 number | Singapore |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Albania or Singapore?
- Albania, at 5,516 number against 5,252 number in Singapore as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Albania and Singapore?
- 264 number, with Albania ahead.
- How many years of comparable data are there for Albania and Singapore?
- 10 years are reported by both, from 1971 to 2018.
- How do Albania and Singapore rank globally for teachers in tertiary education programmes, female?
- Albania ranks 72nd and Singapore ranks 73rd 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.