IDA blend vs Switzerland: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- IDA blend
- Switzerland
How they compare
IDA blend currently reports 57,466 number against 12,917 number in Switzerland, a difference of 44,549 number.
That makes IDA blend's figure about 4.4 times Switzerland's.
Across all 18 years both countries report, IDA blend has been ahead every year.
IDA blend ranks 38th and Switzerland ranks 43rd of 43 groups.
IDA blend has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | IDA blend | Switzerland | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 22,654 number | 1,074 number | 21,580 number | IDA blend |
| 2000s | 32,322 number | 7,552 number | 24,770 number | IDA blend |
| 2010s | 62,140 number | 13,893 number | 48,247 number | IDA blend |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, IDA blend or Switzerland?
- IDA blend, at 57,466 number against 12,917 number in Switzerland as of 2016.
- What is the difference in teachers in tertiary education programmes, female between IDA blend and Switzerland?
- 44,549 number, with IDA blend ahead.
- How many years of comparable data are there for IDA blend and Switzerland?
- 18 years are reported by both, from 1991 to 2016.
- How do IDA blend and Switzerland rank globally for teachers in tertiary education programmes, female?
- IDA blend ranks 38th and Switzerland ranks 43rd 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.