Algeria vs Low income: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Algeria
- Low income
How they compare
Low income currently reports 248,720 number against 58,647 number in Algeria, a difference of 190,073 number.
That makes Low income's figure about 4.2 times Algeria's.
Across all 19 years both countries report, Low income has been ahead every year.
Algeria ranks 35th and Low income ranks 37th of 176 countries.
Low income has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Algeria | Low income | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 19,891 number | 114,456 number | 94,565 number | Low income |
| 2000s | 26,790 number | 148,420 number | 121,630 number | Low income |
| 2010s | 48,700 number | 232,461 number | 183,761 number | Low income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Algeria or Low income?
- Low income, at 248,720 number against 58,647 number in Algeria as of 2016.
- What is the difference in teachers in tertiary education programmes, both sexes between Algeria and Low income?
- 190,073 number, with Low income ahead.
- How many years of comparable data are there for Algeria and Low income?
- 19 years are reported by both, from 1992 to 2016.
- How do Algeria and Low income rank globally for teachers in tertiary education programmes, both sexes?
- Algeria ranks 35th and Low income ranks 37th 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.