Ecuador vs Small states: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Ecuador
- Small states
How they compare
Small states currently reports 19,868 number against 15,396 number in Ecuador, a difference of 4,472 number.
That makes Small states's figure about 1.3 times Ecuador's.
Across all 6 years both countries report, Small states has been ahead every year.
Ecuador ranks 39th and Small states ranks 41st of 159 countries.
Small states has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Ecuador | Small states | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2,955 number | 7,536 number | 4,581 number | Small states |
| 2000s | 7,368 number | 14,598 number | 7,231 number | Small states |
| 2010s | 14,493 number | 18,742 number | 4,249 number | Small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Ecuador or Small states?
- Small states, at 19,868 number against 15,396 number in Ecuador as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Ecuador and Small states?
- 4,472 number, with Small states ahead.
- How many years of comparable data are there for Ecuador and Small states?
- 6 years are reported by both, from 1997 to 2015.
- How do Ecuador and Small states rank globally for teachers in tertiary education programmes, female?
- Ecuador ranks 39th and Small states ranks 41st 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.