Low income vs Syrian Arab Republic: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- Low income
- Syrian Arab Republic
How they compare
Low income currently reports 151,464 number against 25,526 number in Syrian Arab Republic, a difference of 125,938 number.
That makes Low income's figure about 5.9 times Syrian Arab Republic's.
Across all 7 years both countries report, Low income has been ahead every year.
Low income ranks 41st and Syrian Arab Republic ranks 40th of 45 groups.
Low income has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Low income | Syrian Arab Republic | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 91,379 number | 17,304 number | 74,075 number | Low income |
| 2010s | 129,375 number | 31,013 number | 98,362 number | Low income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, Low income or Syrian Arab Republic?
- Low income, at 151,464 number against 25,526 number in Syrian Arab Republic as of 2018.
- What is the difference in teachers in upper secondary education, female between Low income and Syrian Arab Republic?
- 125,938 number, with Low income ahead.
- How many years of comparable data are there for Low income and Syrian Arab Republic?
- 7 years are reported by both, from 2003 to 2013.
- How do Low income and Syrian Arab Republic rank globally for teachers in upper secondary education, female?
- Low income ranks 41st and Syrian Arab Republic ranks 40th of 45 groups.
- 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.