Arab World vs Myanmar: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Arab World
- Myanmar
How they compare
Arab World currently reports 199,695 number against 22,185 number in Myanmar, a difference of 177,510 number.
That makes Arab World's figure about 9.0 times Myanmar's.
Across all 6 years both countries report, Arab World has been ahead every year.
Arab World ranks 31st and Myanmar ranks 33rd of 44 groups.
Arab World has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Arab World | Myanmar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 58,331 number | 6,651 number | 51,680 number | Arab World |
| 2000s | 87,615 number | 8,072 number | 79,542 number | Arab World |
| 2010s | 156,457 number | 20,397 number | 136,060 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 Myanmar?
- Arab World, at 199,695 number against 22,185 number in Myanmar as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Arab World and Myanmar?
- 177,510 number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Myanmar?
- 6 years are reported by both, from 1998 to 2018.
- How do Arab World and Myanmar rank globally for teachers in tertiary education programmes, female?
- Arab World ranks 31st and Myanmar ranks 33rd of 44 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.