Eritrea vs Gibraltar: Teachers in post-secondary non-tertiary education, both sexes
Teachers in post-secondary non-tertiary education, both sexes over time
- Eritrea
- Gibraltar
How they compare
Gibraltar currently reports 183 number against 167 number in Eritrea, a difference of 16 number.
That makes Gibraltar's figure about 1.1 times Eritrea's.
The two have swapped places 2 times across 5 shared years of data; in 1999 it was Eritrea ahead.
Eritrea ranks 44th and Gibraltar ranks 41st of 69 countries.
Across the 3 decades both report, Eritrea averaged higher in 2 and Gibraltar in 1.
Head to head by decade
| Decade | Eritrea | Gibraltar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 63 number | 42 number | 21 number | Eritrea |
| 2000s | 41.5 number | 54 number | 12.5 number | Gibraltar |
| 2010s | 156 number | 70.5 number | 85.5 number | Eritrea |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in post-secondary non-tertiary education, both sexes, Eritrea or Gibraltar?
- Gibraltar, at 183 number against 167 number in Eritrea as of 2019.
- What is the difference in teachers in post-secondary non-tertiary education, both sexes between Eritrea and Gibraltar?
- 16 number, with Gibraltar ahead.
- How many years of comparable data are there for Eritrea and Gibraltar?
- 5 years are reported by both, from 1999 to 2017.
- How do Eritrea and Gibraltar rank globally for teachers in post-secondary non-tertiary education, both sexes?
- Eritrea ranks 44th and Gibraltar ranks 41st 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.