Argentina vs Peru: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Argentina
- Peru
How they compare
Argentina currently reports 142,283 number against 98,475 number in Peru, a difference of 43,808 number.
That makes Argentina's figure about 1.4 times Peru's.
Across all 19 years both countries report, Argentina has been ahead every year.
Argentina ranks 20th and Peru ranks 23rd of 176 countries.
Argentina has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Argentina | Peru | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 36,811 number | 12,166 number | 24,645 number | Argentina |
| 1980s | 60,415 number | 24,332 number | 36,083 number | Argentina |
| 1990s | 116,114 number | 54,477 number | 61,637 number | Argentina |
| 2000s | 127,077 number | 56,070 number | 71,007 number | Argentina |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Argentina or Peru?
- Argentina, at 142,283 number against 98,475 number in Peru as of 2009.
- What is the difference in teachers in tertiary education programmes, both sexes between Argentina and Peru?
- 43,808 number, with Argentina ahead.
- How many years of comparable data are there for Argentina and Peru?
- 19 years are reported by both, from 1970 to 2002.
- How do Argentina and Peru rank globally for teachers in tertiary education programmes, both sexes?
- Argentina ranks 20th and Peru ranks 23rd 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.