Cambodia vs Kyrgyzstan: Teachers in post-secondary non-tertiary education, both sexes
Teachers in post-secondary non-tertiary education, both sexes over time
- Cambodia
- Kyrgyzstan
How they compare
Kyrgyzstan currently reports 3,079 number against 1,861 number in Cambodia, a difference of 1,218 number.
That makes Kyrgyzstan's figure about 1.7 times Cambodia's.
Across all 6 years both countries report, Kyrgyzstan has been ahead every year.
Cambodia ranks 18th and Kyrgyzstan ranks 16th of 69 countries.
Kyrgyzstan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cambodia | Kyrgyzstan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 869 number | 2,218 number | 1,349 number | Kyrgyzstan |
| 2000s | 1,344 number | 2,850 number | 1,506 number | Kyrgyzstan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in post-secondary non-tertiary education, both sexes, Cambodia or Kyrgyzstan?
- Kyrgyzstan, at 3,079 number against 1,861 number in Cambodia as of 2019.
- What is the difference in teachers in post-secondary non-tertiary education, both sexes between Cambodia and Kyrgyzstan?
- 1,218 number, with Kyrgyzstan ahead.
- How many years of comparable data are there for Cambodia and Kyrgyzstan?
- 6 years are reported by both, from 1999 to 2007.
- How do Cambodia and Kyrgyzstan rank globally for teachers in post-secondary non-tertiary education, both sexes?
- Cambodia ranks 18th and Kyrgyzstan ranks 16th of 69 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in post-secondary non-tertiary education, both sexes (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of teachers in public and private post-secondary non-tertiary education institutions (ISCED 4). 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.