Latvia vs Republic of Moldova: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Latvia
- Republic of Moldova
How they compare
Latvia currently reports 5,271 number against 4,538 number in Republic of Moldova, a difference of 733 number.
That makes Latvia's figure about 1.2 times Republic of Moldova's.
The two have swapped places 2 times across 21 shared years of data; in 1997 it was Latvia ahead.
Latvia ranks 76th and Republic of Moldova ranks 77th of 131 countries.
Latvia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Latvia | Republic of Moldova | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 7,305 number | 4,380 number | 2,924 number | Latvia |
| 2000s | 7,502 number | 5,542 number | 1,959 number | Latvia |
| 2010s | 6,039 number | 5,651 number | 387.67 number | Latvia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Latvia or Republic of Moldova?
- Latvia, at 5,271 number against 4,538 number in Republic of Moldova as of 2018.
- What is the difference in teachers in upper secondary education, female between Latvia and Republic of Moldova?
- 733 number, with Latvia ahead.
- How many years of comparable data are there for Latvia and Republic of Moldova?
- 21 years are reported by both, from 1997 to 2018.
- How do Latvia and Republic of Moldova rank globally for teachers in upper secondary education, female?
- Latvia ranks 76th and Republic of Moldova ranks 77th 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.