El Salvador vs Mongolia: Teachers in tertiary education ISCED 6, 7 and 8 programmes, female
Teachers in tertiary education ISCED 6, 7 and 8 programmes, female over time
- El Salvador
- Mongolia
How they compare
Mongolia currently reports 4,836 number against 4,031 number in El Salvador, a difference of 805 number.
That makes Mongolia's figure about 1.2 times El Salvador's.
Across all 8 years both countries report, Mongolia has been ahead every year.
El Salvador ranks 33rd and Mongolia ranks 31st of 71 countries.
Mongolia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | El Salvador | Mongolia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 2,672 number | 4,054 number | 1,382 number | Mongolia |
| 2010s | 3,183 number | 4,794 number | 1,612 number | Mongolia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 6, 7 and 8 programmes, female, El Salvador or Mongolia?
- Mongolia, at 4,836 number against 4,031 number in El Salvador as of 2012.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, female between El Salvador and Mongolia?
- 805 number, with Mongolia ahead.
- How many years of comparable data are there for El Salvador and Mongolia?
- 8 years are reported by both, from 2003 to 2012.
- How do El Salvador and Mongolia rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, female?
- El Salvador ranks 33rd and Mongolia ranks 31st of 71 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education ISCED 6, 7 and 8 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 6-8). 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/