Afghanistan vs Croatia: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Afghanistan
- Croatia
How they compare
Afghanistan currently reports 17,215 number against 17,004 number in Croatia, a difference of 211 number.
The two have swapped places 1 time across 5 shared years of data; in 1990 it was Croatia ahead.
Afghanistan ranks 68th and Croatia ranks 69th of 176 countries.
Croatia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Afghanistan | Croatia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1,342 number | 6,132 number | 4,790 number | Croatia |
| 2000s | 3,342 number | 14,995 number | 11,653 number | Croatia |
| 2010s | 10,425 number | 16,722 number | 6,297 number | Croatia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Afghanistan or Croatia?
- Afghanistan, at 17,215 number against 17,004 number in Croatia as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Afghanistan and Croatia?
- 211 number, with Afghanistan ahead.
- How many years of comparable data are there for Afghanistan and Croatia?
- 5 years are reported by both, from 1990 to 2018.
- How do Afghanistan and Croatia rank globally for teachers in tertiary education programmes, both sexes?
- Afghanistan ranks 68th and Croatia ranks 69th of 176 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education programmes, 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 tertiary education institutions (ISCED 5-8). 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.