Kyrgyzstan vs Morocco: Teachers in tertiary education ISCED 5 programmes, female
Teachers in tertiary education ISCED 5 programmes, female over time
- Kyrgyzstan
- Morocco
How they compare
Kyrgyzstan currently reports 4,986 number against 3,301 number in Morocco, a difference of 1,685 number.
That makes Kyrgyzstan's figure about 1.5 times Morocco's.
Across all 7 years both countries report, Kyrgyzstan has been ahead every year.
Kyrgyzstan ranks 13th and Morocco ranks 16th of 60 countries.
Kyrgyzstan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Kyrgyzstan | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 2,592 number | 397 number | 2,194 number | Kyrgyzstan |
| 2010s | 5,042 number | 3,412 number | 1,629 number | Kyrgyzstan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, female, Kyrgyzstan or Morocco?
- Kyrgyzstan, at 4,986 number against 3,301 number in Morocco as of 2019.
- What is the difference in teachers in tertiary education isced 5 programmes, female between Kyrgyzstan and Morocco?
- 1,685 number, with Kyrgyzstan ahead.
- How many years of comparable data are there for Kyrgyzstan and Morocco?
- 7 years are reported by both, from 2008 to 2019.
- How do Kyrgyzstan and Morocco rank globally for teachers in tertiary education isced 5 programmes, female?
- Kyrgyzstan ranks 13th and Morocco ranks 16th 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.