Belarus vs Kazakhstan: Teachers in tertiary education ISCED 5 programmes, female
Teachers in tertiary education ISCED 5 programmes, female over time
- Belarus
- Kazakhstan
How they compare
Belarus currently reports 5,557 number against 5,219 number in Kazakhstan, a difference of 338 number.
That makes Belarus's figure about 1.1 times Kazakhstan's.
The two have swapped places 2 times across 7 shared years of data; in 2000 it was Belarus ahead.
Belarus ranks 9th and Kazakhstan ranks 10th of 60 countries.
Across the 2 decades both report, Belarus averaged higher in 1 and Kazakhstan in 1.
Head to head by decade
| Decade | Belarus | Kazakhstan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 9,083 number | 3,894 number | 5,189 number | Belarus |
| 2010s | 6,361 number | 7,028 number | 666.8 number | Kazakhstan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, female, Belarus or Kazakhstan?
- Belarus, at 5,557 number against 5,219 number in Kazakhstan as of 2018.
- What is the difference in teachers in tertiary education isced 5 programmes, female between Belarus and Kazakhstan?
- 338 number, with Belarus ahead.
- How many years of comparable data are there for Belarus and Kazakhstan?
- 7 years are reported by both, from 2000 to 2018.
- How do Belarus and Kazakhstan rank globally for teachers in tertiary education isced 5 programmes, female?
- Belarus ranks 9th and Kazakhstan ranks 10th 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.