Brazil vs China: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Brazil
- China
How they compare
China currently reports 724,970 number against 206,040 number in Brazil, a difference of 518,930 number.
That makes China's figure about 3.5 times Brazil's.
Across all 14 years both countries report, China has been ahead every year.
Brazil ranks 5th and China ranks 2nd of 159 countries.
China has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Brazil | China | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 23,105 number | 41,194 number | 18,089 number | China |
| 1980s | 33,238 number | 60,697 number | 27,459 number | China |
| 1990s | 53,509 number | 157,640 number | 104,131 number | China |
| 2000s | 137,223 number | 479,108 number | 341,885 number | China |
| 2010s | 158,009 number | 710,143 number | 552,134 number | China |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Brazil or China?
- China, at 724,970 number against 206,040 number in Brazil as of 2011.
- What is the difference in teachers in tertiary education programmes, female between Brazil and China?
- 518,930 number, with China ahead.
- How many years of comparable data are there for Brazil and China?
- 14 years are reported by both, from 1974 to 2011.
- How do Brazil and China rank globally for teachers in tertiary education programmes, female?
- Brazil ranks 5th and China ranks 2nd 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.