Eswatini vs Guyana: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Eswatini
- Guyana
How they compare
Guyana currently reports 356 number against 299 number in Eswatini, a difference of 57 number.
That makes Guyana's figure about 1.2 times Eswatini's.
Across all 7 years both countries report, Guyana has been ahead every year.
Eswatini ranks 130th and Guyana ranks 128th of 159 countries.
Guyana has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Eswatini | Guyana | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 47 number | 147 number | 100 number | Guyana |
| 1980s | 98 number | 118 number | 20 number | Guyana |
| 1990s | 187 number | 189 number | 2 number | Guyana |
| 2000s | 153 number | 215 number | 62 number | Guyana |
| 2010s | 153 number | 367 number | 214 number | Guyana |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Eswatini or Guyana?
- Guyana, at 356 number against 299 number in Eswatini as of 2012.
- What is the difference in teachers in tertiary education programmes, female between Eswatini and Guyana?
- 57 number, with Guyana ahead.
- How many years of comparable data are there for Eswatini and Guyana?
- 7 years are reported by both, from 1979 to 2011.
- How do Eswatini and Guyana rank globally for teachers in tertiary education programmes, female?
- Eswatini ranks 130th and Guyana ranks 128th 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.