Bangladesh vs Kazakhstan: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Bangladesh
- Kazakhstan
How they compare
Kazakhstan currently reports 30,133 number against 25,190 number in Bangladesh, a difference of 4,943 number.
That makes Kazakhstan's figure about 1.2 times Bangladesh's.
Across all 9 years both countries report, Kazakhstan has been ahead every year.
Bangladesh ranks 32nd and Kazakhstan ranks 29th of 159 countries.
Kazakhstan has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bangladesh | Kazakhstan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 5,172 number | 15,793 number | 10,621 number | Kazakhstan |
| 2000s | 7,600 number | 25,039 number | 17,440 number | Kazakhstan |
| 2010s | 19,439 number | 29,354 number | 9,915 number | Kazakhstan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Bangladesh or Kazakhstan?
- Kazakhstan, at 30,133 number against 25,190 number in Bangladesh as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Bangladesh and Kazakhstan?
- 4,943 number, with Kazakhstan ahead.
- How many years of comparable data are there for Bangladesh and Kazakhstan?
- 9 years are reported by both, from 1999 to 2019.
- How do Bangladesh and Kazakhstan rank globally for teachers in tertiary education programmes, female?
- Bangladesh ranks 32nd and Kazakhstan ranks 29th 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.