Andorra, Principality of vs Chad: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Andorra, Principality of
- Chad
How they compare
Chad currently reports 97 number against 72 number in Andorra, Principality of, a difference of 25 number.
That makes Chad's figure about 1.3 times Andorra, Principality of's.
The two have swapped places 1 time across 5 shared years of data; in 2003 it was Andorra, Principality of ahead.
Andorra, Principality of ranks 146th and Chad ranks 143rd of 159 countries.
Chad has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Andorra, Principality of | Chad | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 46 number | 59.5 number | 13.5 number | Chad |
| 2010s | 69 number | 97 number | 28 number | Chad |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Andorra, Principality of or Chad?
- Chad, at 97 number against 72 number in Andorra, Principality of as of 2015.
- What is the difference in teachers in tertiary education programmes, female between Andorra, Principality of and Chad?
- 25 number, with Chad ahead.
- How many years of comparable data are there for Andorra, Principality of and Chad?
- 5 years are reported by both, from 2003 to 2015.
- How do Andorra, Principality of and Chad rank globally for teachers in tertiary education programmes, female?
- Andorra, Principality of ranks 146th and Chad ranks 143rd 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.