Bangladesh vs Romania: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Bangladesh
- Romania
How they compare
Bangladesh currently reports 43,038 number against 39,586 number in Romania, a difference of 3,452 number.
That makes Bangladesh's figure about 1.1 times Romania's.
The two have swapped places 1 time across 19 shared years of data; in 1998 it was Romania ahead.
Bangladesh ranks 27th and Romania ranks 28th of 131 countries.
Across the 3 decades both report, Bangladesh averaged higher in 1 and Romania in 2.
Head to head by decade
| Decade | Bangladesh | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 16,159 number | 43,332 number | 27,173 number | Romania |
| 2000s | 30,988 number | 43,298 number | 12,310 number | Romania |
| 2010s | 41,430 number | 40,232 number | 1,198 number | Bangladesh |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Bangladesh or Romania?
- Bangladesh, at 43,038 number against 39,586 number in Romania as of 2019.
- What is the difference in teachers in upper secondary education, female between Bangladesh and Romania?
- 3,452 number, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Romania?
- 19 years are reported by both, from 1998 to 2018.
- How do Bangladesh and Romania rank globally for teachers in upper secondary education, female?
- Bangladesh ranks 27th and Romania ranks 28th 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.