Ghana vs Romania: Teachers in post-secondary non-tertiary education, both sexes
Teachers in post-secondary non-tertiary education, both sexes over time
- Ghana
- Romania
How they compare
Romania currently reports 1,879 number against 1,613 number in Ghana, a difference of 266 number.
That makes Romania's figure about 1.2 times Ghana's.
The two have swapped places 1 time across 11 shared years of data; in 1999 it was Romania ahead.
Ghana ranks 20th and Romania ranks 17th of 69 countries.
Across the 3 decades both report, Ghana averaged higher in 2 and Romania in 1.
Head to head by decade
| Decade | Ghana | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1,098 number | 3,104 number | 2,006 number | Romania |
| 2000s | 1,335 number | 1,182 number | 152.29 number | Ghana |
| 2010s | 1,608 number | 1,150 number | 458 number | Ghana |
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 Romania?
- Romania, at 1,879 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 Romania?
- 266 number, with Romania ahead.
- How many years of comparable data are there for Ghana and Romania?
- 11 years are reported by both, from 1999 to 2012.
- How do Ghana and Romania rank globally for teachers in post-secondary non-tertiary education, both sexes?
- Ghana ranks 20th and Romania ranks 17th 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.