Azerbaijan vs Jordan: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Azerbaijan
- Jordan
How they compare
Jordan currently reports 22,707 number against 22,481 number in Azerbaijan, a difference of 226 number.
The two have swapped places 1 time across 13 shared years of data; in 1986 it was Azerbaijan ahead.
Azerbaijan ranks 56th and Jordan ranks 55th of 176 countries.
Azerbaijan has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Azerbaijan | Jordan | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 15,665 number | 2,482 number | 13,182 number | Azerbaijan |
| 1990s | 15,510 number | 3,870 number | 11,639 number | Azerbaijan |
| 2000s | 24,146 number | 9,037 number | 15,108 number | Azerbaijan |
| 2010s | 22,016 number | 16,648 number | 5,368 number | Azerbaijan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Azerbaijan or Jordan?
- Jordan, at 22,707 number against 22,481 number in Azerbaijan as of 2017.
- What is the difference in teachers in tertiary education programmes, both sexes between Azerbaijan and Jordan?
- 226 number, with Jordan ahead.
- How many years of comparable data are there for Azerbaijan and Jordan?
- 13 years are reported by both, from 1986 to 2017.
- How do Azerbaijan and Jordan rank globally for teachers in tertiary education programmes, both sexes?
- Azerbaijan ranks 56th and Jordan ranks 55th 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.