Brunei vs Luxembourg: Teachers in tertiary education programmes, female (number) (Teachers)
Teachers in tertiary education programmes, female (number) (Teachers) over time
- Brunei
- Luxembourg
How they compare
Luxembourg currently reports 474 number against 427 number in Brunei, a difference of 47 number.
That makes Luxembourg's figure about 1.1 times Brunei's.
The two have swapped places 2 times across 7 shared years of data; in 1979 it was Luxembourg ahead.
Brunei ranks 125th and Luxembourg ranks 124th of 159 countries.
Luxembourg has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Brunei | Luxembourg | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 14 number | 18 number | 4 number | Luxembourg |
| 1980s | 24 number | 41 number | 17 number | Luxembourg |
| 2010s | 388.4 number | 450.26 number | 61.86 number | Luxembourg |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Brunei or Luxembourg?
- Luxembourg, at 474 number against 427 number in Brunei as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Brunei and Luxembourg?
- 47 number, with Luxembourg ahead.
- How many years of comparable data are there for Brunei and Luxembourg?
- 7 years are reported by both, from 1979 to 2018.
- How do Brunei and Luxembourg rank globally for teachers in tertiary education programmes, female?
- Brunei ranks 125th and Luxembourg ranks 124th 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.