Botswana vs Cyprus: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Botswana
- Cyprus
How they compare
Cyprus currently reports 3,276 number against 3,105 number in Botswana, a difference of 171 number.
That makes Cyprus's figure about 1.1 times Botswana's.
Across all 19 years both countries report, Cyprus has been ahead every year.
Botswana ranks 122nd and Cyprus ranks 120th of 176 countries.
Cyprus has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Botswana | Cyprus | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 46.5 number | 112.67 number | 66.17 number | Cyprus |
| 1980s | 172.62 number | 277 number | 104.38 number | Cyprus |
| 1990s | 682.5 number | 805 number | 122.5 number | Cyprus |
| 2010s | 2,472 number | 3,085 number | 613.33 number | Cyprus |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Botswana or Cyprus?
- Cyprus, at 3,276 number against 3,105 number in Botswana as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Botswana and Cyprus?
- 171 number, with Cyprus ahead.
- How many years of comparable data are there for Botswana and Cyprus?
- 19 years are reported by both, from 1971 to 2017.
- How do Botswana and Cyprus rank globally for teachers in tertiary education programmes, both sexes?
- Botswana ranks 122nd and Cyprus ranks 120th 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.