Cyprus vs Iceland: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Cyprus
- Iceland
How they compare
Cyprus currently reports 1,407 number against 1,055 number in Iceland, a difference of 352 number.
That makes Cyprus's figure about 1.3 times Iceland's.
The two have swapped places 1 time across 17 shared years of data; in 1971 it was Iceland ahead.
Cyprus ranks 103rd and Iceland ranks 106th of 159 countries.
Across the 4 decades both report, Cyprus averaged higher in 1 and Iceland in 3.
Head to head by decade
| Decade | Cyprus | Iceland | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 17.25 number | 37.25 number | 20 number | Iceland |
| 1990s | 362 number | 620 number | 258 number | Iceland |
| 2000s | 648.89 number | 875.67 number | 226.78 number | Iceland |
| 2010s | 1,054 number | 1,018 number | 36.33 number | Cyprus |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Cyprus or Iceland?
- Cyprus, at 1,407 number against 1,055 number in Iceland as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Cyprus and Iceland?
- 352 number, with Cyprus ahead.
- How many years of comparable data are there for Cyprus and Iceland?
- 17 years are reported by both, from 1971 to 2012.
- How do Cyprus and Iceland rank globally for teachers in tertiary education programmes, female?
- Cyprus ranks 103rd and Iceland ranks 106th 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.