Canada vs High income: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Canada
- High income
How they compare
High income currently reports 1.83 million number against 82,315 number in Canada, a difference of 1.74 million number.
That makes High income's figure about 22.2 times Canada's.
Across all 12 years both countries report, High income has been ahead every year.
Canada ranks 10th and High income ranks 8th of 159 countries.
High income has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Canada | High income | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 57,372 number | 857,267 number | 799,895 number | High income |
| 2000s | 99,128 number | 1.57 million number | 1.47 million number | High income |
| 2010s | 95,278 number | 1.76 million number | 1.67 million number | High income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Canada or High income?
- High income, at 1.83 million number against 82,315 number in Canada as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Canada and High income?
- 1.74 million number, with High income ahead.
- How many years of comparable data are there for Canada and High income?
- 12 years are reported by both, from 1993 to 2016.
- How do Canada and High income rank globally for teachers in tertiary education programmes, female?
- Canada ranks 10th and High income 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.