Argentina vs Türkiye: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Argentina
- Türkiye
How they compare
Türkiye currently reports 158,098 number against 142,283 number in Argentina, a difference of 15,815 number.
That makes Türkiye's figure about 1.1 times Argentina's.
Across all 25 years both countries report, Argentina has been ahead every year.
Argentina ranks 20th and Türkiye ranks 17th of 176 countries.
Argentina has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Argentina | Türkiye | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 39,022 number | 14,344 number | 24,678 number | Argentina |
| 1980s | 60,415 number | 22,224 number | 38,191 number | Argentina |
| 1990s | 108,842 number | 58,265 number | 50,577 number | Argentina |
| 2000s | 132,646 number | 78,078 number | 54,568 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 Türkiye?
- Türkiye, at 158,098 number against 142,283 number in Argentina as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Argentina and Türkiye?
- 15,815 number, with Türkiye ahead.
- How many years of comparable data are there for Argentina and Türkiye?
- 25 years are reported by both, from 1971 to 2009.
- How do Argentina and Türkiye rank globally for teachers in tertiary education programmes, both sexes?
- Argentina ranks 20th and Türkiye ranks 17th 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.