Caribbean Small States vs Sweden: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Caribbean Small States
- Sweden
How they compare
Sweden currently reports 35,478 number against 7,843 number in Caribbean Small States, a difference of 27,635 number.
That makes Sweden's figure about 4.5 times Caribbean Small States's.
Across all 11 years both countries report, Sweden has been ahead every year.
Caribbean Small States ranks 42nd and Sweden ranks 42nd of 43 groups.
Sweden has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Caribbean Small States | Sweden | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 4,581 number | 28,850 number | 24,269 number | Sweden |
| 2000s | 6,378 number | 34,433 number | 28,055 number | Sweden |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Caribbean Small States or Sweden?
- Sweden, at 35,478 number against 7,843 number in Caribbean Small States as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Caribbean Small States and Sweden?
- 27,635 number, with Sweden ahead.
- How many years of comparable data are there for Caribbean Small States and Sweden?
- 11 years are reported by both, from 1993 to 2005.
- How do Caribbean Small States and Sweden rank globally for teachers in tertiary education programmes, both sexes?
- Caribbean Small States ranks 42nd and Sweden ranks 42nd of 43 groups.
- 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.