Iran vs Philippines: Teachers in tertiary education programmes, female (number) (Teachers)
Teachers in tertiary education programmes, female (number) (Teachers) over time
- Iran
- Philippines
How they compare
Iran currently reports 86,550 number against 78,439 number in Philippines, a difference of 8,111 number.
That makes Iran's figure about 1.1 times Philippines's.
The two have swapped places 1 time across 8 shared years of data; in 1971 it was Philippines ahead.
Iran ranks 9th and Philippines ranks 12th of 159 countries.
Across the 3 decades both report, Iran averaged higher in 1 and Philippines in 2.
Head to head by decade
| Decade | Iran | Philippines | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 961.5 number | 14,225 number | 13,264 number | Philippines |
| 2000s | 15,980 number | 58,567 number | 42,587 number | Philippines |
| 2010s | 91,553 number | 78,439 number | 13,114 number | Iran |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Iran or Philippines?
- Iran, at 86,550 number against 78,439 number in Philippines as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Iran and Philippines?
- 8,111 number, with Iran ahead.
- How many years of comparable data are there for Iran and Philippines?
- 8 years are reported by both, from 1971 to 2017.
- How do Iran and Philippines rank globally for teachers in tertiary education programmes, female?
- Iran ranks 9th and Philippines ranks 12th 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.