Algeria vs Sub-Saharan Africa: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Algeria
- Sub-Saharan Africa
How they compare
Sub-Saharan Africa currently reports 95,591 number against 25,745 number in Algeria, a difference of 69,846 number.
That makes Sub-Saharan Africa's figure about 3.7 times Algeria's.
Across all 17 years both countries report, Sub-Saharan Africa has been ahead every year.
Algeria ranks 30th and Sub-Saharan Africa ranks 32nd of 159 countries.
Sub-Saharan Africa has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Algeria | Sub-Saharan Africa | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 9,049 number | 45,077 number | 36,028 number | Sub-Saharan Africa |
| 2010s | 21,266 number | 81,797 number | 60,531 number | Sub-Saharan Africa |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Algeria or Sub-Saharan Africa?
- Sub-Saharan Africa, at 95,591 number against 25,745 number in Algeria as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Algeria and Sub-Saharan Africa?
- 69,846 number, with Sub-Saharan Africa ahead.
- How many years of comparable data are there for Algeria and Sub-Saharan Africa?
- 17 years are reported by both, from 2001 to 2018.
- How do Algeria and Sub-Saharan Africa rank globally for teachers in tertiary education programmes, female?
- Algeria ranks 30th and Sub-Saharan Africa ranks 32nd 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.