Arab World vs Netherlands: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Arab World
- Netherlands
How they compare
Arab World currently reports 199,695 number against 32,023 number in Netherlands, a difference of 167,672 number.
That makes Arab World's figure about 6.2 times Netherlands's.
Across all 20 years both countries report, Arab World has been ahead every year.
Arab World ranks 31st and Netherlands ranks 28th 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 | Netherlands | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 37,839 number | 10,896 number | 26,943 number | Arab World |
| 2000s | 90,577 number | 15,807 number | 74,770 number | Arab World |
| 2010s | 166,548 number | 26,870 number | 139,678 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 Netherlands?
- Arab World, at 199,695 number against 32,023 number in Netherlands as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Arab World and Netherlands?
- 167,672 number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Netherlands?
- 20 years are reported by both, from 1992 to 2018.
- How do Arab World and Netherlands rank globally for teachers in tertiary education programmes, female?
- Arab World ranks 31st and Netherlands ranks 28th 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.