Mongolia vs United Arab Emirates: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Mongolia
- United Arab Emirates
How they compare
Mongolia currently reports 3,997 number against 3,752 number in United Arab Emirates, a difference of 245 number.
That makes Mongolia's figure about 1.1 times United Arab Emirates's.
Across all 7 years both countries report, Mongolia has been ahead every year.
Mongolia ranks 81st and United Arab Emirates ranks 82nd of 159 countries.
Mongolia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Mongolia | United Arab Emirates | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 4,895 number | 1,522 number | 3,373 number | Mongolia |
| 2010s | 5,116 number | 2,573 number | 2,544 number | Mongolia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Mongolia or United Arab Emirates?
- Mongolia, at 3,997 number against 3,752 number in United Arab Emirates as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Mongolia and United Arab Emirates?
- 245 number, with Mongolia ahead.
- How many years of comparable data are there for Mongolia and United Arab Emirates?
- 7 years are reported by both, from 2009 to 2017.
- How do Mongolia and United Arab Emirates rank globally for teachers in tertiary education programmes, female?
- Mongolia ranks 81st 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.