Cambodia vs Tanzania: Teachers in tertiary education programmes, female (number) (Teachers)
Teachers in tertiary education programmes, female (number) (Teachers) over time
- Cambodia
- Tanzania
How they compare
Cambodia currently reports 3,308 number against 3,011 number in Tanzania, a difference of 297 number.
That makes Cambodia's figure about 1.1 times Tanzania's.
The two have swapped places 4 times across 6 shared years of data; in 1995 it was Cambodia ahead.
Cambodia ranks 85th and Tanzania ranks 87th of 159 countries.
Across the 3 decades both report, Cambodia averaged higher in 2 and Tanzania in 1.
Head to head by decade
| Decade | Cambodia | Tanzania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 206.5 number | 234.5 number | 28 number | Tanzania |
| 2000s | 443.67 number | 395.67 number | 48 number | Cambodia |
| 2010s | 3,308 number | 3,011 number | 297 number | Cambodia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Cambodia or Tanzania?
- Cambodia, at 3,308 number against 3,011 number in Tanzania as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Cambodia and Tanzania?
- 297 number, with Cambodia ahead.
- How many years of comparable data are there for Cambodia and Tanzania?
- 6 years are reported by both, from 1995 to 2019.
- How do Cambodia and Tanzania rank globally for teachers in tertiary education programmes, female?
- Cambodia ranks 85th and Tanzania ranks 87th 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.