Bulgaria vs Tunisia: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Bulgaria
- Tunisia
How they compare
Bulgaria currently reports 10,858 number against 10,579 number in Tunisia, a difference of 279 number.
The two have swapped places 2 times across 27 shared years of data; in 1973 it was Bulgaria ahead.
Bulgaria ranks 49th and Tunisia ranks 50th of 159 countries.
Bulgaria has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Bulgaria | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 3,287 number | 170.33 number | 3,117 number | Bulgaria |
| 1980s | 6,003 number | 554.67 number | 5,448 number | Bulgaria |
| 1990s | 9,527 number | 1,530 number | 7,997 number | Bulgaria |
| 2000s | 9,630 number | 5,900 number | 3,730 number | Bulgaria |
| 2010s | 10,280 number | 10,108 number | 172 number | Bulgaria |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Bulgaria or Tunisia?
- Bulgaria, at 10,858 number against 10,579 number in Tunisia as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Bulgaria and Tunisia?
- 279 number, with Bulgaria ahead.
- How many years of comparable data are there for Bulgaria and Tunisia?
- 27 years are reported by both, from 1973 to 2012.
- How do Bulgaria and Tunisia rank globally for teachers in tertiary education programmes, female?
- Bulgaria ranks 49th and Tunisia ranks 50th 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.