Latvia vs United Arab Emirates: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Latvia
- United Arab Emirates
How they compare
Latvia currently reports 4,003 number against 3,752 number in United Arab Emirates, a difference of 251 number.
That makes Latvia's figure about 1.1 times United Arab Emirates's.
Across all 8 years both countries report, Latvia has been ahead every year.
Latvia ranks 80th and United Arab Emirates ranks 82nd of 159 countries.
Latvia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Latvia | United Arab Emirates | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 4,478 number | 1,522 number | 2,956 number | Latvia |
| 2010s | 3,791 number | 2,700 number | 1,091 number | Latvia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Latvia or United Arab Emirates?
- Latvia, at 4,003 number against 3,752 number in United Arab Emirates as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Latvia and United Arab Emirates?
- 251 number, with Latvia ahead.
- How many years of comparable data are there for Latvia and United Arab Emirates?
- 8 years are reported by both, from 2009 to 2017.
- How do Latvia and United Arab Emirates rank globally for teachers in tertiary education programmes, female?
- Latvia ranks 80th and United Arab Emirates ranks 82nd 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.