Mongolia vs Slovakia: Teachers in tertiary education ISCED 5 programmes, female
Teachers in tertiary education ISCED 5 programmes, female over time
- Mongolia
- Slovakia
How they compare
Slovakia currently reports 278 number against 213 number in Mongolia, a difference of 65 number.
That makes Slovakia's figure about 1.3 times Mongolia's.
The two have swapped places 2 times across 9 shared years of data; in 2000 it was Slovakia ahead.
Mongolia ranks 36th and Slovakia ranks 34th of 60 countries.
Across the 2 decades both report, Mongolia averaged higher in 1 and Slovakia in 1.
Head to head by decade
| Decade | Mongolia | Slovakia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 321.57 number | 300.57 number | 21 number | Mongolia |
| 2010s | 198.5 number | 219 number | 20.5 number | Slovakia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, female, Mongolia or Slovakia?
- Slovakia, at 278 number against 213 number in Mongolia as of 2018.
- What is the difference in teachers in tertiary education isced 5 programmes, female between Mongolia and Slovakia?
- 65 number, with Slovakia ahead.
- How many years of comparable data are there for Mongolia and Slovakia?
- 9 years are reported by both, from 2000 to 2012.
- How do Mongolia and Slovakia rank globally for teachers in tertiary education isced 5 programmes, female?
- Mongolia ranks 36th and Slovakia ranks 34th 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.