Cyprus vs Palestine: Teachers in tertiary education ISCED 5 programmes, female
Teachers in tertiary education ISCED 5 programmes, female over time
- Cyprus
- Palestine
How they compare
Palestine currently reports 430 number against 319 number in Cyprus, a difference of 111 number.
That makes Palestine's figure about 1.3 times Cyprus's.
The two have swapped places 4 times across 9 shared years of data; in 1999 it was Cyprus ahead.
Cyprus ranks 33rd and Palestine ranks 30th of 60 countries.
Across the 3 decades both report, Cyprus averaged higher in 2 and Palestine in 1.
Head to head by decade
| Decade | Cyprus | Palestine | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 325 number | 115 number | 210 number | Cyprus |
| 2000s | 414.5 number | 166 number | 248.5 number | Cyprus |
| 2010s | 277.17 number | 296.33 number | 19.17 number | Palestine |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, female, Cyprus or Palestine?
- Palestine, at 430 number against 319 number in Cyprus as of 2019.
- What is the difference in teachers in tertiary education isced 5 programmes, female between Cyprus and Palestine?
- 111 number, with Palestine ahead.
- How many years of comparable data are there for Cyprus and Palestine?
- 9 years are reported by both, from 1999 to 2018.
- How do Cyprus and Palestine rank globally for teachers in tertiary education isced 5 programmes, female?
- Cyprus ranks 33rd and Palestine ranks 30th 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.