Bangladesh vs North America: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Bangladesh
- North America
How they compare
North America currently reports 545,319 number against 43,038 number in Bangladesh, a difference of 502,281 number.
That makes North America's figure about 12.7 times Bangladesh's.
Across all 19 years both countries report, North America has been ahead every year.
Bangladesh ranks 27th and North America ranks 27th of 131 countries.
North America has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bangladesh | North America | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 16,159 number | 420,802 number | 404,642 number | North America |
| 2000s | 30,988 number | 475,579 number | 444,592 number | North America |
| 2010s | 41,430 number | 535,729 number | 494,299 number | North America |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Bangladesh or North America?
- North America, at 545,319 number against 43,038 number in Bangladesh as of 2018.
- What is the difference in teachers in upper secondary education, female between Bangladesh and North America?
- 502,281 number, with North America ahead.
- How many years of comparable data are there for Bangladesh and North America?
- 19 years are reported by both, from 1998 to 2018.
- How do Bangladesh and North America rank globally for teachers in upper secondary education, female?
- Bangladesh ranks 27th and North America ranks 27th 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.