IDA only vs Kazakhstan: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- IDA only
- Kazakhstan
How they compare
IDA only currently reports 128,038 number against 30,133 number in Kazakhstan, a difference of 97,905 number.
That makes IDA only's figure about 4.2 times Kazakhstan's.
Across all 12 years both countries report, IDA only has been ahead every year.
IDA only ranks 30th and Kazakhstan ranks 29th of 43 groups.
IDA only has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | IDA only | Kazakhstan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 31,763 number | 15,793 number | 15,970 number | IDA only |
| 2000s | 46,475 number | 25,039 number | 21,436 number | IDA only |
| 2010s | 108,622 number | 30,639 number | 77,983 number | IDA only |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, IDA only or Kazakhstan?
- IDA only, at 128,038 number against 30,133 number in Kazakhstan as of 2019.
- What is the difference in teachers in tertiary education programmes, female between IDA only and Kazakhstan?
- 97,905 number, with IDA only ahead.
- How many years of comparable data are there for IDA only and Kazakhstan?
- 12 years are reported by both, from 1999 to 2019.
- How do IDA only and Kazakhstan rank globally for teachers in tertiary education programmes, female?
- IDA only ranks 30th and Kazakhstan ranks 29th 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.