Arab World vs Kazakhstan: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Arab World
- Kazakhstan
How they compare
Arab World currently reports 199,695 number against 30,133 number in Kazakhstan, a difference of 169,562 number.
That makes Arab World's figure about 6.6 times Kazakhstan's.
Across all 12 years both countries report, Arab World has been ahead every year.
Arab World ranks 29th and Kazakhstan ranks 29th of 43 groups.
Arab World has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Arab World | Kazakhstan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 64,520 number | 15,793 number | 48,727 number | Arab World |
| 2000s | 82,465 number | 25,039 number | 57,426 number | Arab World |
| 2010s | 169,270 number | 30,639 number | 138,630 number | Arab World |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Arab World or Kazakhstan?
- Arab World, at 199,695 number against 30,133 number in Kazakhstan as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Arab World and Kazakhstan?
- 169,562 number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Kazakhstan?
- 12 years are reported by both, from 1999 to 2019.
- How do Arab World and Kazakhstan rank globally for teachers in tertiary education programmes, female?
- Arab World ranks 29th and Kazakhstan ranks 29th of 43 groups.
- 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.