Portugal vs Romania: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Portugal
- Romania
How they compare
Portugal currently reports 15,320 number against 13,469 number in Romania, a difference of 1,851 number.
That makes Portugal's figure about 1.1 times Romania's.
The two have swapped places 1 time across 34 shared years of data; in 1971 it was Romania ahead.
Portugal ranks 40th and Romania ranks 42nd of 159 countries.
Across the 4 decades both report, Portugal averaged higher in 2 and Romania in 2.
Head to head by decade
| Decade | Portugal | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 1,770 number | 4,125 number | 2,354 number | Romania |
| 1980s | 3,932 number | 4,028 number | 96.38 number | Romania |
| 2000s | 15,306 number | 13,096 number | 2,210 number | Portugal |
| 2010s | 15,319 number | 13,695 number | 1,623 number | Portugal |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Portugal or Romania?
- Portugal, at 15,320 number against 13,469 number in Romania as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Portugal and Romania?
- 1,851 number, with Portugal ahead.
- How many years of comparable data are there for Portugal and Romania?
- 34 years are reported by both, from 1971 to 2018.
- How do Portugal and Romania rank globally for teachers in tertiary education programmes, female?
- Portugal ranks 40th and Romania ranks 42nd 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.