Cambodia vs Finland: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Cambodia
- Finland
How they compare
Cambodia currently reports 16,167 number against 15,080 number in Finland, a difference of 1,087 number.
That makes Cambodia's figure about 1.1 times Finland's.
The two have swapped places 1 time across 11 shared years of data; in 1972 it was Finland ahead.
Cambodia ranks 73rd and Finland ranks 76th of 176 countries.
Finland has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Cambodia | Finland | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 1,214 number | 6,893 number | 5,680 number | Finland |
| 1990s | 1,066 number | 15,282 number | 14,216 number | Finland |
| 2000s | 2,416 number | 17,551 number | 15,135 number | Finland |
| 2010s | 12,859 number | 15,686 number | 2,828 number | Finland |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Cambodia or Finland?
- Cambodia, at 16,167 number against 15,080 number in Finland as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between Cambodia and Finland?
- 1,087 number, with Cambodia ahead.
- How many years of comparable data are there for Cambodia and Finland?
- 11 years are reported by both, from 1972 to 2017.
- How do Cambodia and Finland rank globally for teachers in tertiary education programmes, both sexes?
- Cambodia ranks 73rd and Finland ranks 76th 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.