Albania vs Angola: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Albania
- Angola
How they compare
Albania currently reports 9,742 number against 8,660 number in Angola, a difference of 1,082 number.
That makes Albania's figure about 1.1 times Angola's.
Across all 9 years both countries report, Albania has been ahead every year.
Albania ranks 92nd and Angola ranks 94th of 176 countries.
Albania has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Albania | Angola | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 1,642 number | 617 number | 1,025 number | Albania |
| 1990s | 2,182 number | 816.2 number | 1,366 number | Albania |
| 2000s | 2,943 number | 823 number | 2,120 number | Albania |
| 2010s | 9,780 number | 7,863 number | 1,917 number | Albania |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Albania or Angola?
- Albania, at 9,742 number against 8,660 number in Angola as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between Albania and Angola?
- 1,082 number, with Albania ahead.
- How many years of comparable data are there for Albania and Angola?
- 9 years are reported by both, from 1988 to 2011.
- How do Albania and Angola rank globally for teachers in tertiary education programmes, both sexes?
- Albania ranks 92nd and Angola ranks 94th 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.