Cameroon vs Latvia: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Cameroon
- Latvia
How they compare
Cameroon currently reports 7,568 number against 7,150 number in Latvia, a difference of 418 number.
That makes Cameroon's figure about 1.1 times Latvia's.
The two have swapped places 1 time across 17 shared years of data; in 1987 it was Latvia ahead.
Cameroon ranks 98th and Latvia ranks 101st of 176 countries.
Latvia has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Cameroon | Latvia | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 984 number | 4,913 number | 3,929 number | Latvia |
| 1990s | 1,866 number | 5,010 number | 3,144 number | Latvia |
| 2000s | 3,146 number | 5,933 number | 2,787 number | Latvia |
| 2010s | 5,778 number | 6,731 number | 952.33 number | Latvia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Cameroon or Latvia?
- Cameroon, at 7,568 number against 7,150 number in Latvia as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Cameroon and Latvia?
- 418 number, with Cameroon ahead.
- How many years of comparable data are there for Cameroon and Latvia?
- 17 years are reported by both, from 1987 to 2018.
- How do Cameroon and Latvia rank globally for teachers in tertiary education programmes, both sexes?
- Cameroon ranks 98th and Latvia ranks 101st 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.