Bangladesh vs IDA total: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Bangladesh
- IDA total
How they compare
IDA total currently reports 557,687 number against 43,038 number in Bangladesh, a difference of 514,649 number.
That makes IDA total's figure about 13.0 times Bangladesh's.
Across all 20 years both countries report, IDA total has been ahead every year.
Bangladesh ranks 27th and IDA total ranks 26th of 131 countries.
IDA total has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bangladesh | IDA total | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 16,159 number | 153,858 number | 137,698 number | IDA total |
| 2000s | 30,988 number | 255,591 number | 224,603 number | IDA total |
| 2010s | 41,631 number | 520,717 number | 479,086 number | IDA total |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Bangladesh or IDA total?
- IDA total, at 557,687 number against 43,038 number in Bangladesh as of 2019.
- What is the difference in teachers in upper secondary education, female between Bangladesh and IDA total?
- 514,649 number, with IDA total ahead.
- How many years of comparable data are there for Bangladesh and IDA total?
- 20 years are reported by both, from 1998 to 2019.
- How do Bangladesh and IDA total rank globally for teachers in upper secondary education, female?
- Bangladesh ranks 27th and IDA total ranks 26th of 131 countries.
- 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.