Latvia vs Saint Lucia: Teachers in post-secondary non-tertiary education, both sexes
Teachers in post-secondary non-tertiary education, both sexes over time
- Latvia
- Saint Lucia
How they compare
Saint Lucia currently reports 279 number against 247 number in Latvia, a difference of 32 number.
That makes Saint Lucia's figure about 1.1 times Latvia's.
The two have swapped places 1 time across 14 shared years of data; in 1999 it was Latvia ahead.
Latvia ranks 38th and Saint Lucia ranks 37th of 69 countries.
Latvia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Latvia | Saint Lucia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 538 number | 151 number | 387 number | Latvia |
| 2000s | 446.4 number | 128.8 number | 317.6 number | Latvia |
| 2010s | 256.33 number | 229.33 number | 27 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 Saint Lucia?
- Saint Lucia, at 279 number against 247 number in Latvia as of 2018.
- What is the difference in teachers in post-secondary non-tertiary education, both sexes between Latvia and Saint Lucia?
- 32 number, with Saint Lucia ahead.
- How many years of comparable data are there for Latvia and Saint Lucia?
- 14 years are reported by both, from 1999 to 2018.
- How do Latvia and Saint Lucia rank globally for teachers in post-secondary non-tertiary education, both sexes?
- Latvia ranks 38th and Saint Lucia ranks 37th 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.