Benin vs Iceland: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Benin
- Iceland
How they compare
Benin currently reports 2,672 number against 2,192 number in Iceland, a difference of 480 number.
That makes Benin's figure about 1.2 times Iceland's.
The two have swapped places 1 time across 13 shared years of data; in 1971 it was Iceland ahead.
Benin ranks 123rd and Iceland ranks 126th of 176 countries.
Across the 4 decades both report, Benin averaged higher in 2 and Iceland in 2.
Head to head by decade
| Decade | Benin | Iceland | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 98.33 number | 380.5 number | 282.17 number | Iceland |
| 1990s | 650 number | 1,429 number | 779 number | Iceland |
| 2000s | 2,324 number | 1,970 number | 353 number | Benin |
| 2010s | 6,412 number | 2,114 number | 4,298 number | Benin |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Benin or Iceland?
- Benin, at 2,672 number against 2,192 number in Iceland as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Benin and Iceland?
- 480 number, with Benin ahead.
- How many years of comparable data are there for Benin and Iceland?
- 13 years are reported by both, from 1971 to 2011.
- How do Benin and Iceland rank globally for teachers in tertiary education programmes, both sexes?
- Benin ranks 123rd and Iceland ranks 126th 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.