New Zealand vs Romania: Teachers in post-secondary non-tertiary education, both sexes
Teachers in post-secondary non-tertiary education, both sexes over time
- New Zealand
- Romania
How they compare
Romania currently reports 1,879 number against 1,806 number in New Zealand, a difference of 73 number.
The two have swapped places 4 times across 17 shared years of data; in 1998 it was Romania ahead.
New Zealand ranks 19th and Romania ranks 17th of 69 countries.
Across the 3 decades both report, New Zealand averaged higher in 2 and Romania in 1.
Head to head by decade
| Decade | New Zealand | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1,150 number | 3,164 number | 2,014 number | Romania |
| 2000s | 2,602 number | 1,311 number | 1,290 number | New Zealand |
| 2010s | 1,926 number | 1,598 number | 328.24 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, New Zealand or Romania?
- Romania, at 1,879 number against 1,806 number in New Zealand as of 2018.
- What is the difference in teachers in post-secondary non-tertiary education, both sexes between New Zealand and Romania?
- 73 number, with Romania ahead.
- How many years of comparable data are there for New Zealand and Romania?
- 17 years are reported by both, from 1998 to 2018.
- How do New Zealand and Romania rank globally for teachers in post-secondary non-tertiary education, both sexes?
- New Zealand ranks 19th 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.