Cambodia vs Slovenia: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Cambodia
- Slovenia
How they compare
Cambodia currently reports 3,308 number against 2,912 number in Slovenia, a difference of 396 number.
That makes Cambodia's figure about 1.1 times Slovenia's.
Across all 12 years both countries report, Slovenia has been ahead every year.
Cambodia ranks 85th and Slovenia ranks 88th of 159 countries.
Slovenia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Cambodia | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 187.75 number | 822.5 number | 634.75 number | Slovenia |
| 2000s | 398.67 number | 1,145 number | 746.33 number | Slovenia |
| 2010s | 1,604 number | 2,874 number | 1,270 number | Slovenia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Cambodia or Slovenia?
- Cambodia, at 3,308 number against 2,912 number in Slovenia as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Cambodia and Slovenia?
- 396 number, with Cambodia ahead.
- How many years of comparable data are there for Cambodia and Slovenia?
- 12 years are reported by both, from 1994 to 2015.
- How do Cambodia and Slovenia rank globally for teachers in tertiary education programmes, female?
- Cambodia ranks 85th and Slovenia ranks 88th 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.