Ghana vs New Zealand: Teachers in post-secondary non-tertiary education, both sexes
Teachers in post-secondary non-tertiary education, both sexes over time
- Ghana
- New Zealand
How they compare
New Zealand currently reports 1,806 number against 1,613 number in Ghana, a difference of 193 number.
That makes New Zealand's figure about 1.1 times Ghana's.
The two have swapped places 1 time across 8 shared years of data; in 1999 it was Ghana ahead.
Ghana ranks 20th and New Zealand ranks 19th of 69 countries.
Across the 3 decades both report, Ghana averaged higher in 1 and New Zealand in 2.
Head to head by decade
| Decade | Ghana | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1,098 number | 961 number | 137 number | Ghana |
| 2000s | 1,292 number | 2,007 number | 714.75 number | New Zealand |
| 2010s | 1,608 number | 2,009 number | 401 number | New Zealand |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in post-secondary non-tertiary education, both sexes, Ghana or New Zealand?
- New Zealand, at 1,806 number against 1,613 number in Ghana as of 2018.
- What is the difference in teachers in post-secondary non-tertiary education, both sexes between Ghana and New Zealand?
- 193 number, with New Zealand ahead.
- How many years of comparable data are there for Ghana and New Zealand?
- 8 years are reported by both, from 1999 to 2012.
- How do Ghana and New Zealand rank globally for teachers in post-secondary non-tertiary education, both sexes?
- Ghana ranks 20th and New Zealand ranks 19th 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.