OECD members vs Turkey: Teachers in upper secondary education, female
Teachers in upper secondary education, female over time
- OECD members
- Turkey
How they compare
OECD members currently reports 2.19 million number against 173,976 number in Turkey, a difference of 2.02 million number.
That makes OECD members's figure about 12.6 times Turkey's.
Across all 17 years both countries report, OECD members has been ahead every year.
OECD members ranks 9th and Turkey ranks 7th of 43 groups.
OECD members has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | OECD members | Turkey | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1.67 million number | 48,189 number | 1.62 million number | OECD members |
| 2000s | 1.93 million number | 74,682 number | 1.86 million number | OECD members |
| 2010s | 2.10 million number | 124,884 number | 1.98 million number | OECD members |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, female, OECD members or Turkey?
- OECD members, at 2.19 million number against 173,976 number in Turkey as of 2019.
- What is the difference in teachers in upper secondary education, female between OECD members and Turkey?
- 2.02 million number, with OECD members ahead.
- How many years of comparable data are there for OECD members and Turkey?
- 17 years are reported by both, from 1994 to 2018.
- How do OECD members and Turkey rank globally for teachers in upper secondary education, female?
- OECD members ranks 9th and Turkey ranks 7th 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.