Cayman Islands vs Djibouti: Teachers in post-secondary non-tertiary education, both sexes
Teachers in post-secondary non-tertiary education, both sexes over time
- Cayman Islands
- Djibouti
How they compare
Djibouti currently reports 48 number against 28 number in Cayman Islands, a difference of 20 number.
That makes Djibouti's figure about 1.7 times Cayman Islands's.
The two have swapped places 3 times across 6 shared years of data; in 2001 it was Cayman Islands ahead.
Cayman Islands ranks 54th and Djibouti ranks 52nd of 69 countries.
Djibouti has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Cayman Islands | Djibouti | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 9.4 number | 10.8 number | 1.4 number | Djibouti |
| 2010s | 28 number | 33 number | 5 number | Djibouti |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in post-secondary non-tertiary education, both sexes, Cayman Islands or Djibouti?
- Djibouti, at 48 number against 28 number in Cayman Islands as of 2019.
- What is the difference in teachers in post-secondary non-tertiary education, both sexes between Cayman Islands and Djibouti?
- 20 number, with Djibouti ahead.
- How many years of comparable data are there for Cayman Islands and Djibouti?
- 6 years are reported by both, from 2001 to 2018.
- How do Cayman Islands and Djibouti rank globally for teachers in post-secondary non-tertiary education, both sexes?
- Cayman Islands ranks 54th and Djibouti ranks 52nd 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.