Argentina vs Turkey: Teachers in tertiary education programmes, female (number) (Teachers)
Teachers in tertiary education programmes, female (number) (Teachers) over time
- Argentina
- Turkey
How they compare
Turkey currently reports 70,235 number against 69,099 number in Argentina, a difference of 1,136 number.
Across all 20 years both countries report, Argentina has been ahead every year.
Argentina ranks 16th and Turkey ranks 15th of 159 countries.
Argentina has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Argentina | Turkey | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 14,839 number | 3,398 number | 11,440 number | Argentina |
| 1980s | 26,832 number | 6,095 number | 20,737 number | Argentina |
| 1990s | 54,826 number | 20,826 number | 34,000 number | Argentina |
| 2000s | 69,940 number | 32,433 number | 37,507 number | Argentina |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Argentina or Turkey?
- Turkey, at 70,235 number against 69,099 number in Argentina as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Argentina and Turkey?
- 1,136 number, with Turkey ahead.
- How many years of comparable data are there for Argentina and Turkey?
- 20 years are reported by both, from 1971 to 2009.
- How do Argentina and Turkey rank globally for teachers in tertiary education programmes, female?
- Argentina ranks 16th and Turkey ranks 15th 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.