Azerbaijan vs Kyrgyzstan: Teachers in tertiary education ISCED 5 programmes, female
Teachers in tertiary education ISCED 5 programmes, female over time
- Azerbaijan
- Kyrgyzstan
How they compare
Kyrgyzstan currently reports 4,986 number against 4,524 number in Azerbaijan, a difference of 462 number.
That makes Kyrgyzstan's figure about 1.1 times Azerbaijan's.
The two have swapped places 3 times across 12 shared years of data; in 2008 it was Azerbaijan ahead.
Azerbaijan ranks 14th and Kyrgyzstan ranks 13th of 60 countries.
Azerbaijan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Azerbaijan | Kyrgyzstan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 5,962 number | 2,592 number | 3,370 number | Azerbaijan |
| 2010s | 5,073 number | 4,551 number | 522.5 number | Azerbaijan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, female, Azerbaijan or Kyrgyzstan?
- Kyrgyzstan, at 4,986 number against 4,524 number in Azerbaijan as of 2019.
- What is the difference in teachers in tertiary education isced 5 programmes, female between Azerbaijan and Kyrgyzstan?
- 462 number, with Kyrgyzstan ahead.
- How many years of comparable data are there for Azerbaijan and Kyrgyzstan?
- 12 years are reported by both, from 2008 to 2019.
- How do Azerbaijan and Kyrgyzstan rank globally for teachers in tertiary education isced 5 programmes, female?
- Azerbaijan ranks 14th and Kyrgyzstan ranks 13th 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.