Lebanon vs Slovakia: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Lebanon
- Slovakia
How they compare
Lebanon currently reports 13,063 number against 11,941 number in Slovakia, a difference of 1,122 number.
That makes Lebanon's figure about 1.1 times Slovakia's.
The two have swapped places 1 time across 14 shared years of data; in 1999 it was Slovakia ahead.
Lebanon ranks 60th and Slovakia ranks 62nd of 131 countries.
Slovakia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Lebanon | Slovakia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 6,352 number | 16,476 number | 10,124 number | Slovakia |
| 2000s | 10,746 number | 15,978 number | 5,232 number | Slovakia |
| 2010s | 11,789 number | 14,164 number | 2,375 number | Slovakia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Lebanon or Slovakia?
- Lebanon, at 13,063 number against 11,941 number in Slovakia as of 2016.
- What is the difference in teachers in upper secondary education, female between Lebanon and Slovakia?
- 1,122 number, with Lebanon ahead.
- How many years of comparable data are there for Lebanon and Slovakia?
- 14 years are reported by both, from 1999 to 2016.
- How do Lebanon and Slovakia rank globally for teachers in upper secondary education, female?
- Lebanon ranks 60th and Slovakia ranks 62nd 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.