Spain vs Türkiye: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Spain
- Türkiye
How they compare
Spain currently reports 75,384 number against 70,235 number in Türkiye, a difference of 5,149 number.
That makes Spain's figure about 1.1 times Türkiye's.
Across all 38 years both countries report, Spain has been ahead every year.
Spain ranks 13th and Türkiye ranks 15th of 159 countries.
Spain has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Spain | Türkiye | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 5,774 number | 3,681 number | 2,093 number | Spain |
| 1980s | 11,976 number | 6,730 number | 5,246 number | Spain |
| 1990s | 24,504 number | 13,396 number | 11,108 number | Spain |
| 2000s | 54,971 number | 33,039 number | 21,932 number | Spain |
| 2010s | 65,653 number | 56,752 number | 8,902 number | Spain |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Spain or Türkiye?
- Spain, at 75,384 number against 70,235 number in Türkiye as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Spain and Türkiye?
- 5,149 number, with Spain ahead.
- How many years of comparable data are there for Spain and Türkiye?
- 38 years are reported by both, from 1973 to 2018.
- How do Spain and Türkiye rank globally for teachers in tertiary education programmes, female?
- Spain ranks 13th and Türkiye ranks 15th 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.