Belgium vs IDA blend: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Belgium
- IDA blend
How they compare
IDA blend currently reports 57,466 number against 15,154 number in Belgium, a difference of 42,312 number.
That makes IDA blend's figure about 3.8 times Belgium's.
Across all 16 years both countries report, IDA blend has been ahead every year.
Belgium ranks 41st and IDA blend ranks 38th of 159 countries.
IDA blend has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Belgium | IDA blend | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 7,334 number | 13,334 number | 6,000 number | IDA blend |
| 1990s | 10,322 number | 17,672 number | 7,350 number | IDA blend |
| 2000s | 11,187 number | 39,690 number | 28,503 number | IDA blend |
| 2010s | 13,644 number | 66,615 number | 52,971 number | IDA blend |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Belgium or IDA blend?
- IDA blend, at 57,466 number against 15,154 number in Belgium as of 2016.
- What is the difference in teachers in tertiary education programmes, female between Belgium and IDA blend?
- 42,312 number, with IDA blend ahead.
- How many years of comparable data are there for Belgium and IDA blend?
- 16 years are reported by both, from 1987 to 2016.
- How do Belgium and IDA blend rank globally for teachers in tertiary education programmes, female?
- Belgium ranks 41st and IDA blend ranks 38th 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.