Guyana vs Mongolia: Teachers in tertiary education ISCED 5 programmes, female
Teachers in tertiary education ISCED 5 programmes, female over time
- Guyana
- Mongolia
How they compare
Guyana currently reports 268 number against 213 number in Mongolia, a difference of 55 number.
That makes Guyana's figure about 1.3 times Mongolia's.
The two have swapped places 1 time across 9 shared years of data; in 2004 it was Mongolia ahead.
Guyana ranks 35th and Mongolia ranks 36th of 60 countries.
Across the 2 decades both report, Guyana averaged higher in 1 and Mongolia in 1.
Head to head by decade
| Decade | Guyana | Mongolia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 184 number | 400.5 number | 216.5 number | Mongolia |
| 2010s | 296 number | 222 number | 74 number | Guyana |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, female, Guyana or Mongolia?
- Guyana, at 268 number against 213 number in Mongolia as of 2012.
- What is the difference in teachers in tertiary education isced 5 programmes, female between Guyana and Mongolia?
- 55 number, with Guyana ahead.
- How many years of comparable data are there for Guyana and Mongolia?
- 9 years are reported by both, from 2004 to 2012.
- How do Guyana and Mongolia rank globally for teachers in tertiary education isced 5 programmes, female?
- Guyana ranks 35th and Mongolia ranks 36th 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.