Cambodia vs Czechia: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Cambodia
- Czechia
How they compare
Czechia currently reports 16,426 number against 16,167 number in Cambodia, a difference of 259 number.
Across all 10 years both countries report, Czechia has been ahead every year.
Cambodia ranks 73rd and Czechia ranks 72nd of 176 countries.
Czechia has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Cambodia | Czechia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 1,214 number | 10,448 number | 9,234 number | Czechia |
| 1990s | 925 number | 18,998 number | 18,072 number | Czechia |
| 2000s | 2,405 number | 21,995 number | 19,590 number | Czechia |
| 2010s | 10,758 number | 18,002 number | 7,244 number | Czechia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Cambodia or Czechia?
- Czechia, at 16,426 number against 16,167 number in Cambodia as of 2013.
- What is the difference in teachers in tertiary education programmes, both sexes between Cambodia and Czechia?
- 259 number, with Czechia ahead.
- How many years of comparable data are there for Cambodia and Czechia?
- 10 years are reported by both, from 1972 to 2011.
- How do Cambodia and Czechia rank globally for teachers in tertiary education programmes, both sexes?
- Cambodia ranks 73rd and Czechia ranks 72nd 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.