Colombia vs Venezuela: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Colombia
- Venezuela
How they compare
Venezuela currently reports 164,903 number against 162,209 number in Colombia, a difference of 2,694 number.
The two have swapped places 1 time across 24 shared years of data; in 1971 it was Colombia ahead.
Colombia ranks 15th and Venezuela ranks 14th of 176 countries.
Across the 4 decades both report, Colombia averaged higher in 3 and Venezuela in 1.
Head to head by decade
| Decade | Colombia | Venezuela | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 19,311 number | 14,271 number | 5,040 number | Colombia |
| 1980s | 41,586 number | 30,834 number | 10,752 number | Colombia |
| 1990s | 53,674 number | 43,543 number | 10,132 number | Colombia |
| 2000s | 94,592 number | 100,126 number | 5,534 number | Venezuela |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Colombia or Venezuela?
- Venezuela, at 164,903 number against 162,209 number in Colombia as of 2009.
- What is the difference in teachers in tertiary education programmes, both sexes between Colombia and Venezuela?
- 2,694 number, with Venezuela ahead.
- How many years of comparable data are there for Colombia and Venezuela?
- 24 years are reported by both, from 1971 to 2009.
- How do Colombia and Venezuela rank globally for teachers in tertiary education programmes, both sexes?
- Colombia ranks 15th and Venezuela ranks 14th 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.