Belgium vs Romania: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Belgium
- Romania
How they compare
Belgium currently reports 15,154 number against 13,469 number in Romania, a difference of 1,685 number.
That makes Belgium's figure about 1.1 times Romania's.
The two have swapped places 2 times across 18 shared years of data; in 1987 it was Belgium ahead.
Belgium ranks 41st and Romania ranks 42nd of 159 countries.
Across the 4 decades both report, Belgium averaged higher in 3 and Romania in 1.
Head to head by decade
| Decade | Belgium | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 7,334 number | 3,437 number | 3,897 number | Belgium |
| 1990s | 10,322 number | 4,578 number | 5,744 number | Belgium |
| 2000s | 11,187 number | 13,736 number | 2,549 number | Romania |
| 2010s | 13,971 number | 13,695 number | 275.87 number | Belgium |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Belgium or Romania?
- Belgium, at 15,154 number against 13,469 number in Romania as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Belgium and Romania?
- 1,685 number, with Belgium ahead.
- How many years of comparable data are there for Belgium and Romania?
- 18 years are reported by both, from 1987 to 2018.
- How do Belgium and Romania rank globally for teachers in tertiary education programmes, female?
- Belgium ranks 41st and Romania ranks 42nd 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.