Canada vs South Asia: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Canada
- South Asia
How they compare
South Asia currently reports 1.38 million number against 106,405 number in Canada, a difference of 1.27 million number.
That makes South Asia's figure about 13.0 times Canada's.
Across all 15 years both countries report, South Asia has been ahead every year.
Canada ranks 13th and South Asia ranks 16th of 131 countries.
South Asia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Canada | South Asia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 45,098 number | 265,865 number | 220,767 number | South Asia |
| 2000s | 104,978 number | 875,084 number | 770,106 number | South Asia |
| 2010s | 113,044 number | 1.05 million number | 937,920 number | South Asia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Canada or South Asia?
- South Asia, at 1.38 million number against 106,405 number in Canada as of 2019.
- What is the difference in teachers in upper secondary education, female between Canada and South Asia?
- 1.27 million number, with South Asia ahead.
- How many years of comparable data are there for Canada and South Asia?
- 15 years are reported by both, from 1993 to 2018.
- How do Canada and South Asia rank globally for teachers in upper secondary education, female?
- Canada ranks 13th and South Asia ranks 16th 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.