Latvia vs Tajikistan: 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
- Tajikistan
How they compare
Tajikistan currently reports 3,731 number against 3,276 number in Latvia, a difference of 455 number.
That makes Tajikistan's figure about 1.1 times Latvia's.
The two have swapped places 1 time across 12 shared years of data; in 2000 it was Latvia ahead.
Latvia ranks 37th and Tajikistan ranks 35th of 71 countries.
Across the 2 decades both report, Latvia averaged higher in 1 and Tajikistan in 1.
Head to head by decade
| Decade | Latvia | Tajikistan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 2,820 number | 2,177 number | 642.8 number | Latvia |
| 2010s | 3,147 number | 3,363 number | 216 number | Tajikistan |
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 Tajikistan?
- Tajikistan, at 3,731 number against 3,276 number in Latvia as of 2017.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, female between Latvia and Tajikistan?
- 455 number, with Tajikistan ahead.
- How many years of comparable data are there for Latvia and Tajikistan?
- 12 years are reported by both, from 2000 to 2017.
- How do Latvia and Tajikistan rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, female?
- Latvia ranks 37th and Tajikistan ranks 35th 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/