Latvia vs Mozambique: Teachers in tertiary education ISCED 6, 7 and 8 programmes, female
Teachers in tertiary education ISCED 6, 7 and 8 programmes, female over time
- Latvia
- Mozambique
How they compare
Mozambique currently reports 4,005 number against 3,276 number in Latvia, a difference of 729 number.
That makes Mozambique's figure about 1.2 times Latvia's.
The two have swapped places 1 time across 8 shared years of data; in 2006 it was Latvia ahead.
Latvia ranks 37th and Mozambique ranks 34th of 71 countries.
Latvia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Latvia | Mozambique | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 3,177 number | 683 number | 2,494 number | Latvia |
| 2010s | 3,185 number | 2,799 number | 385.83 number | Latvia |
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, Latvia or Mozambique?
- Mozambique, at 4,005 number against 3,276 number in Latvia as of 2018.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, female between Latvia and Mozambique?
- 729 number, with Mozambique ahead.
- How many years of comparable data are there for Latvia and Mozambique?
- 8 years are reported by both, from 2006 to 2018.
- How do Latvia and Mozambique rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, female?
- Latvia ranks 37th and Mozambique ranks 34th 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/