Latvia vs Seychelles: Teachers in post-secondary non-tertiary education, both sexes
Teachers in post-secondary non-tertiary education, both sexes over time
- Latvia
- Seychelles
How they compare
Latvia currently reports 247 number against 207 number in Seychelles, a difference of 40 number.
That makes Latvia's figure about 1.2 times Seychelles's.
The two have swapped places 4 times across 16 shared years of data; in 1998 it was Latvia ahead.
Latvia ranks 38th and Seychelles ranks 39th of 69 countries.
Latvia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Latvia | Seychelles | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 544 number | 160 number | 384 number | Latvia |
| 2000s | 466.86 number | 170.86 number | 296 number | Latvia |
| 2010s | 241 number | 185.86 number | 55.14 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, Latvia or Seychelles?
- Latvia, at 247 number against 207 number in Seychelles as of 2018.
- What is the difference in teachers in post-secondary non-tertiary education, both sexes between Latvia and Seychelles?
- 40 number, with Latvia ahead.
- How many years of comparable data are there for Latvia and Seychelles?
- 16 years are reported by both, from 1998 to 2018.
- How do Latvia and Seychelles rank globally for teachers in post-secondary non-tertiary education, both sexes?
- Latvia ranks 38th and Seychelles ranks 39th 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.