Armenia vs Tajikistan: Teachers in tertiary education ISCED 5 programmes, female
Teachers in tertiary education ISCED 5 programmes, female over time
- Armenia
- Tajikistan
How they compare
Armenia currently reports 3,111 number against 2,216 number in Tajikistan, a difference of 895 number.
That makes Armenia's figure about 1.4 times Tajikistan's.
Across all 17 years both countries report, Armenia has been ahead every year.
Armenia ranks 17th and Tajikistan ranks 19th of 60 countries.
Armenia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Armenia | Tajikistan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 3,223 number | 1,022 number | 2,201 number | Armenia |
| 2010s | 2,940 number | 1,598 number | 1,342 number | Armenia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, female, Armenia or Tajikistan?
- Armenia, at 3,111 number against 2,216 number in Tajikistan as of 2019.
- What is the difference in teachers in tertiary education isced 5 programmes, female between Armenia and Tajikistan?
- 895 number, with Armenia ahead.
- How many years of comparable data are there for Armenia and Tajikistan?
- 17 years are reported by both, from 2001 to 2017.
- How do Armenia and Tajikistan rank globally for teachers in tertiary education isced 5 programmes, female?
- Armenia ranks 17th and Tajikistan ranks 19th of 60 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education ISCED 5 programmes, 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 short-cycle tertiary education institutions (ISCED 5). 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.