Euro area vs Saudi Arabia: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Euro area
- Saudi Arabia
How they compare
Euro area currently reports 450,258 number against 35,291 number in Saudi Arabia, a difference of 414,967 number.
That makes Euro area's figure about 12.8 times Saudi Arabia's.
Across all 26 years both countries report, Euro area has been ahead every year.
Euro area ranks 24th and Saudi Arabia ranks 25th of 43 groups.
Euro area has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Euro area | Saudi Arabia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 238,911 number | 4,783 number | 234,128 number | Euro area |
| 2000s | 335,785 number | 9,350 number | 326,435 number | Euro area |
| 2010s | 417,508 number | 28,374 number | 389,134 number | Euro area |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Euro area or Saudi Arabia?
- Euro area, at 450,258 number against 35,291 number in Saudi Arabia as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Euro area and Saudi Arabia?
- 414,967 number, with Euro area ahead.
- How many years of comparable data are there for Euro area and Saudi Arabia?
- 26 years are reported by both, from 1992 to 2019.
- How do Euro area and Saudi Arabia rank globally for teachers in tertiary education programmes, female?
- Euro area ranks 24th and Saudi Arabia ranks 25th of 43 groups.
- 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.