Slovenia vs Palestine: Teachers in tertiary education ISCED 5 programmes, female
Teachers in tertiary education ISCED 5 programmes, female over time
- Slovenia
- Palestine
How they compare
Slovenia currently reports 525 number against 430 number in Palestine, a difference of 95 number.
That makes Slovenia's figure about 1.2 times Palestine's.
The two have swapped places 1 time across 7 shared years of data; in 1999 it was Palestine ahead.
Slovenia ranks 29th and Palestine ranks 30th of 60 countries.
Across the 3 decades both report, Slovenia averaged higher in 1 and Palestine in 2.
Head to head by decade
| Decade | Slovenia | Palestine | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 0 number | 115 number | 115 number | Palestine |
| 2000s | 0 number | 127 number | 127 number | Palestine |
| 2010s | 653.6 number | 293.4 number | 360.2 number | Slovenia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, female, Slovenia or Palestine?
- Slovenia, at 525 number against 430 number in Palestine as of 2018.
- What is the difference in teachers in tertiary education isced 5 programmes, female between Slovenia and Palestine?
- 95 number, with Slovenia ahead.
- How many years of comparable data are there for Slovenia and Palestine?
- 7 years are reported by both, from 1999 to 2018.
- How do Slovenia and Palestine rank globally for teachers in tertiary education isced 5 programmes, female?
- Slovenia ranks 29th 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.