North America vs Saudi Arabia: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- North America
- Saudi Arabia
How they compare
North America currently reports 545,319 number against 60,792 number in Saudi Arabia, a difference of 484,527 number.
That makes North America's figure about 9.0 times Saudi Arabia's.
Across all 9 years both countries report, North America has been ahead every year.
North America ranks 25th and Saudi Arabia ranks 22nd of 43 groups.
North America has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | North America | Saudi Arabia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 508,528 number | 59,357 number | 449,171 number | North America |
| 2010s | 533,921 number | 78,564 number | 455,357 number | North America |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, North America or Saudi Arabia?
- North America, at 545,319 number against 60,792 number in Saudi Arabia as of 2018.
- What is the difference in teachers in upper secondary education, female between North America and Saudi Arabia?
- 484,527 number, with North America ahead.
- How many years of comparable data are there for North America and Saudi Arabia?
- 9 years are reported by both, from 2005 to 2018.
- How do North America and Saudi Arabia rank globally for teachers in upper secondary education, female?
- North America ranks 25th and Saudi Arabia ranks 22nd of 43 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.