Brazil vs Japan: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Brazil
- Japan
How they compare
Brazil currently reports 206,040 number against 91,524 number in Japan, a difference of 114,516 number.
That makes Brazil's figure about 2.3 times Japan's.
The two have swapped places 3 times across 16 shared years of data; in 1971 it was Japan ahead.
Brazil ranks 5th and Japan ranks 8th of 159 countries.
Across the 4 decades both report, Brazil averaged higher in 2 and Japan in 2.
Head to head by decade
| Decade | Brazil | Japan | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 16,852 number | 21,065 number | 4,213 number | Japan |
| 1980s | 44,414 number | 34,358 number | 10,057 number | Brazil |
| 1990s | 52,385 number | 59,991 number | 7,605 number | Japan |
| 2000s | 133,592 number | 83,326 number | 50,266 number | Brazil |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Brazil or Japan?
- Brazil, at 206,040 number against 91,524 number in Japan as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Brazil and Japan?
- 114,516 number, with Brazil ahead.
- How many years of comparable data are there for Brazil and Japan?
- 16 years are reported by both, from 1971 to 2005.
- How do Brazil and Japan rank globally for teachers in tertiary education programmes, female?
- Brazil ranks 5th and Japan ranks 8th 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.