Cuba vs South Asia: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Cuba
- South Asia
How they compare
South Asia currently reports 655,003 number against 36,179 number in Cuba, a difference of 618,824 number.
That makes South Asia's figure about 18.1 times Cuba's.
Across all 35 years both countries report, South Asia has been ahead every year.
Cuba ranks 24th and South Asia ranks 21st of 159 countries.
South Asia has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Cuba | South Asia | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 7,507 number | 65,661 number | 58,154 number | South Asia |
| 1990s | 10,889 number | 95,069 number | 84,181 number | South Asia |
| 2000s | 45,814 number | 244,421 number | 198,607 number | South Asia |
| 2010s | 44,870 number | 556,622 number | 511,752 number | South Asia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Cuba or South Asia?
- South Asia, at 655,003 number against 36,179 number in Cuba as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Cuba and South Asia?
- 618,824 number, with South Asia ahead.
- How many years of comparable data are there for Cuba and South Asia?
- 35 years are reported by both, from 1982 to 2018.
- How do Cuba and South Asia rank globally for teachers in tertiary education programmes, female?
- Cuba ranks 24th and South Asia ranks 21st 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.