Belarus vs Peru: Teachers in tertiary education ISCED 5 programmes, female

Belarus
5,557 number
in 2018
Peru
7,213 number
in 2012
Belarus rank
9th
Peru rank
8th

Teachers in tertiary education ISCED 5 programmes, female over time

  • Belarus
  • Peru
02.0k4.0k6.0k8.0k10.0k199820082018

How they compare

Peru currently reports 7,213 number against 5,557 number in Belarus, a difference of 1,656 number.

That makes Peru's figure about 1.3 times Belarus's.

Across all 7 years both countries report, Belarus has been ahead every year.

Belarus ranks 9th and Peru ranks 8th of 60 countries.

Belarus has averaged higher in every one of the 1 decades both report.

Frequently asked questions

Which has higher teachers in tertiary education isced 5 programmes, female, Belarus or Peru?
Peru, at 7,213 number against 5,557 number in Belarus as of 2012.
What is the difference in teachers in tertiary education isced 5 programmes, female between Belarus and Peru?
1,656 number, with Peru ahead.
How many years of comparable data are there for Belarus and Peru?
7 years are reported by both, from 2001 to 2007.
How do Belarus and Peru rank globally for teachers in tertiary education isced 5 programmes, female?
Belarus ranks 9th and Peru ranks 8th 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

Indicator
Teachers in tertiary education ISCED 5 programmes, female (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
60 places, 596 data points, 1998–2019
Last refreshed

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.