Afghanistan vs Greece: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Afghanistan
- Greece
How they compare
Greece currently reports 17,288 number against 17,215 number in Afghanistan, a difference of 73 number.
Across all 11 years both countries report, Greece has been ahead every year.
Afghanistan ranks 68th and Greece ranks 67th of 176 countries.
Greece has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Afghanistan | Greece | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 1,166 number | 5,115 number | 3,948 number | Greece |
| 1980s | 1,571 number | 11,830 number | 10,259 number | Greece |
| 1990s | 1,342 number | 13,451 number | 12,109 number | Greece |
| 2000s | 1,734 number | 24,676 number | 22,941 number | Greece |
| 2010s | 14,108 number | 16,254 number | 2,146 number | Greece |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Afghanistan or Greece?
- Greece, at 17,288 number against 17,215 number in Afghanistan as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Afghanistan and Greece?
- 73 number, with Greece ahead.
- How many years of comparable data are there for Afghanistan and Greece?
- 11 years are reported by both, from 1972 to 2018.
- How do Afghanistan and Greece rank globally for teachers in tertiary education programmes, both sexes?
- Afghanistan ranks 68th and Greece ranks 67th 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.