European Union vs India: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- European Union
- India
How they compare
European Union currently reports 636,321 number against 597,016 number in India, a difference of 39,305 number.
That makes European Union's figure about 1.1 times India's.
Across all 13 years both countries report, European Union has been ahead every year.
European Union ranks 2nd and India ranks 3rd of 2 regions.
European Union has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | European Union | India | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 238,701 number | 67,429 number | 171,272 number | European Union |
| 2000s | 443,196 number | 166,542 number | 276,654 number | European Union |
| 2010s | 613,383 number | 538,068 number | 75,315 number | European Union |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, European Union or India?
- European Union, at 636,321 number against 597,016 number in India as of 2019.
- What is the difference in teachers in tertiary education programmes, female between European Union and India?
- 39,305 number, with European Union ahead.
- How many years of comparable data are there for European Union and India?
- 13 years are reported by both, from 1987 to 2019.
- How do European Union and India rank globally for teachers in tertiary education programmes, female?
- European Union ranks 2nd and India ranks 3rd of 2 regions.
- 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.