Guatemala vs Syrian Arab Republic: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Guatemala
- Syrian Arab Republic
How they compare
Guatemala currently reports 25,808 number against 25,526 number in Syrian Arab Republic, a difference of 282 number.
Across all 5 years both countries report, Syrian Arab Republic has been ahead every year.
Guatemala ranks 39th and Syrian Arab Republic ranks 40th of 131 countries.
Syrian Arab Republic has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Guatemala | Syrian Arab Republic | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 8,000 number | 18,528 number | 10,528 number | Syrian Arab Republic |
| 2010s | 14,818 number | 31,013 number | 16,195 number | Syrian Arab Republic |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Guatemala or Syrian Arab Republic?
- Guatemala, at 25,808 number against 25,526 number in Syrian Arab Republic as of 2019.
- What is the difference in teachers in upper secondary education, female between Guatemala and Syrian Arab Republic?
- 282 number, with Guatemala ahead.
- How many years of comparable data are there for Guatemala and Syrian Arab Republic?
- 5 years are reported by both, from 2006 to 2013.
- How do Guatemala and Syrian Arab Republic rank globally for teachers in upper secondary education, female?
- Guatemala ranks 39th and Syrian Arab Republic ranks 40th 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.