Honduras vs Singapore: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Honduras
- Singapore
How they compare
Honduras currently reports 5,616 number against 5,252 number in Singapore, a difference of 364 number.
That makes Honduras's figure about 1.1 times Singapore's.
The two have swapped places 3 times across 8 shared years of data; in 1977 it was Singapore ahead.
Honduras ranks 70th and Singapore ranks 73rd of 159 countries.
Across the 4 decades both report, Honduras averaged higher in 1 and Singapore in 3.
Head to head by decade
| Decade | Honduras | Singapore | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 273 number | 321 number | 48 number | Singapore |
| 1980s | 518 number | 477 number | 41 number | Honduras |
| 1990s | 1,165 number | 1,791 number | 626 number | Singapore |
| 2010s | 4,087 number | 5,668 number | 1,580 number | Singapore |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Honduras or Singapore?
- Honduras, at 5,616 number against 5,252 number in Singapore as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Honduras and Singapore?
- 364 number, with Honduras ahead.
- How many years of comparable data are there for Honduras and Singapore?
- 8 years are reported by both, from 1977 to 2018.
- How do Honduras and Singapore rank globally for teachers in tertiary education programmes, female?
- Honduras ranks 70th and Singapore ranks 73rd 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.