Latvia vs Slovenia: 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
- Slovenia
How they compare
Latvia currently reports 3,276 number against 2,387 number in Slovenia, a difference of 889 number.
That makes Latvia's figure about 1.4 times Slovenia's.
Across all 7 years both countries report, Latvia has been ahead every year.
Latvia ranks 37th and Slovenia ranks 40th of 71 countries.
Latvia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Latvia | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2,583 number | 525 number | 2,058 number | Latvia |
| 2000s | 2,434 number | 761 number | 1,673 number | Latvia |
| 2010s | 3,142 number | 2,240 number | 901.6 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 Slovenia?
- Latvia, at 3,276 number against 2,387 number in Slovenia as of 2018.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, female between Latvia and Slovenia?
- 889 number, with Latvia ahead.
- How many years of comparable data are there for Latvia and Slovenia?
- 7 years are reported by both, from 1999 to 2018.
- How do Latvia and Slovenia rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, female?
- Latvia ranks 37th and Slovenia ranks 40th 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/