Bangladesh vs Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD): Teachers in tertiary education programmes, female

Bangladesh
25,190 number
in 2019
Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD)
234,397 number
in 2019
Bangladesh rank
32nd
Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) rank
29th

Teachers in tertiary education programmes, female over time

  • Bangladesh
  • Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD)
050.0k100.0k150.0k200.0k250.0k197019942019

How they compare

Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) currently reports 234,397 number against 25,190 number in Bangladesh, a difference of 209,207 number.

That makes Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD)'s figure about 9.3 times Bangladesh's.

Across all 30 years both countries report, Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) has been ahead every year.

Bangladesh ranks 32nd and Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) ranks 29th of 159 countries.

Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) has averaged higher in every one of the 5 decades both report.

Head to head by decade

Decade Bangladesh Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) Difference Ahead
1970s 1,391 number 21,604 number 20,213 number Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD)
1980s 2,042 number 29,766 number 27,724 number Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD)
1990s 4,016 number 49,998 number 45,981 number Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD)
2000s 8,584 number 95,758 number 87,174 number Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD)
2010s 18,935 number 211,479 number 192,544 number Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD)

Averages of every year both report within each decade.

Frequently asked questions

Which has higher teachers in tertiary education programmes, female, Bangladesh or Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD)?
Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD), at 234,397 number against 25,190 number in Bangladesh as of 2019.
What is the difference in teachers in tertiary education programmes, female between Bangladesh and Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD)?
209,207 number, with Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) ahead.
How many years of comparable data are there for Bangladesh and Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD)?
30 years are reported by both, from 1976 to 2019.
How do Bangladesh and Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) rank globally for teachers in tertiary education programmes, female?
Bangladesh ranks 32nd and Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD) 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.

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Bangladesh vs Middle East, North Africa, Afghanistan & Pakistan (IDA & IBRD): Teachers in tertiary education programmes, female. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 18 September 2026, from https://education.statizoid.com/compare/teachers-in-tertiary-education-programmes-female-number/bangladesh/middle-east-north-africa-afghanistan-and-pakistan-ida-and-ibrd/

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About this data

Indicator
Teachers in tertiary education programmes, female (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
204 places, 4,731 data points, 1970–2020
Last refreshed

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.