Kyrgyzstan vs Small states: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Kyrgyzstan
- Small states
How they compare
Small states currently reports 19,868 number against 12,059 number in Kyrgyzstan, a difference of 7,809 number.
That makes Small states's figure about 1.6 times Kyrgyzstan's.
Across all 21 years both countries report, Small states has been ahead every year.
Kyrgyzstan ranks 45th and Small states ranks 40th of 159 countries.
Small states has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Kyrgyzstan | Small states | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2,485 number | 8,523 number | 6,038 number | Small states |
| 2000s | 6,426 number | 12,129 number | 5,703 number | Small states |
| 2010s | 12,011 number | 19,010 number | 6,998 number | Small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Kyrgyzstan or Small states?
- Small states, at 19,868 number against 12,059 number in Kyrgyzstan as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Kyrgyzstan and Small states?
- 7,809 number, with Small states ahead.
- How many years of comparable data are there for Kyrgyzstan and Small states?
- 21 years are reported by both, from 1999 to 2019.
- How do Kyrgyzstan and Small states rank globally for teachers in tertiary education programmes, female?
- Kyrgyzstan ranks 45th and Small states ranks 40th 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.