Guyana vs Latvia: Teachers in post-secondary non-tertiary education, both sexes
Teachers in post-secondary non-tertiary education, both sexes over time
- Guyana
- Latvia
How they compare
Guyana currently reports 294 number against 247 number in Latvia, a difference of 47 number.
That makes Guyana's figure about 1.2 times Latvia's.
The two have swapped places 3 times across 11 shared years of data; in 1999 it was Latvia ahead.
Guyana ranks 36th and Latvia ranks 38th of 69 countries.
Latvia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Guyana | Latvia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 331 number | 538 number | 207 number | Latvia |
| 2000s | 220.33 number | 378.33 number | 158 number | Latvia |
| 2010s | 138.5 number | 173.25 number | 34.75 number | Latvia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in post-secondary non-tertiary education, both sexes, Guyana or Latvia?
- Guyana, at 294 number against 247 number in Latvia as of 2017.
- What is the difference in teachers in post-secondary non-tertiary education, both sexes between Guyana and Latvia?
- 47 number, with Guyana ahead.
- How many years of comparable data are there for Guyana and Latvia?
- 11 years are reported by both, from 1999 to 2017.
- How do Guyana and Latvia rank globally for teachers in post-secondary non-tertiary education, both sexes?
- Guyana ranks 36th and Latvia ranks 38th 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.