Morocco vs Tajikistan: Teachers in tertiary education ISCED 5 programmes, female
Teachers in tertiary education ISCED 5 programmes, female over time
- Morocco
- Tajikistan
How they compare
Morocco currently reports 3,301 number against 2,216 number in Tajikistan, a difference of 1,085 number.
That makes Morocco's figure about 1.5 times Tajikistan's.
The two have swapped places 1 time across 5 shared years of data; in 2008 it was Tajikistan ahead.
Morocco ranks 16th and Tajikistan ranks 19th of 60 countries.
Across the 2 decades both report, Morocco averaged higher in 1 and Tajikistan in 1.
Head to head by decade
| Decade | Morocco | Tajikistan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 397 number | 1,041 number | 644 number | Tajikistan |
| 2010s | 3,534 number | 1,904 number | 1,630 number | Morocco |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, female, Morocco or Tajikistan?
- Morocco, at 3,301 number against 2,216 number in Tajikistan as of 2019.
- What is the difference in teachers in tertiary education isced 5 programmes, female between Morocco and Tajikistan?
- 1,085 number, with Morocco ahead.
- How many years of comparable data are there for Morocco and Tajikistan?
- 5 years are reported by both, from 2008 to 2017.
- How do Morocco and Tajikistan rank globally for teachers in tertiary education isced 5 programmes, female?
- Morocco ranks 16th and Tajikistan ranks 19th 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.