Arab World vs Bangladesh: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Arab World
- Bangladesh
How they compare
Arab World currently reports 438,748 number against 43,038 number in Bangladesh, a difference of 395,710 number.
That makes Arab World's figure about 10.2 times Bangladesh's.
Across all 20 years both countries report, Arab World has been ahead every year.
Arab World ranks 29th and Bangladesh ranks 27th of 45 groups.
Arab World has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Arab World | Bangladesh | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 224,649 number | 16,159 number | 208,490 number | Arab World |
| 2000s | 314,227 number | 30,988 number | 283,239 number | Arab World |
| 2010s | 433,175 number | 41,631 number | 391,544 number | Arab World |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Arab World or Bangladesh?
- Arab World, at 438,748 number against 43,038 number in Bangladesh as of 2019.
- What is the difference in teachers in upper secondary education, female between Arab World and Bangladesh?
- 395,710 number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Bangladesh?
- 20 years are reported by both, from 1998 to 2019.
- How do Arab World and Bangladesh rank globally for teachers in upper secondary education, female?
- Arab World ranks 29th and Bangladesh ranks 27th of 45 groups.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in upper secondary education, 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 upper secondary education institutions (ISCED 3). 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.