Congo vs Togo: Teachers in tertiary education programmes, both sexes (number)
Teachers in tertiary education programmes, both sexes (number) over time
- Congo
- Togo
How they compare
Togo currently reports 5,307 number against 4,493 number in Congo, a difference of 814 number.
That makes Togo's figure about 1.2 times Congo's.
The two have swapped places 7 times across 27 shared years of data; in 1971 it was Congo ahead.
Congo ranks 114th and Togo ranks 113th of 176 countries.
Congo has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Congo | Togo | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 183.62 number | 168.5 number | 15.12 number | Congo |
| 1980s | 487.14 number | 335.57 number | 151.57 number | Congo |
| 1990s | 1,008 number | 399.5 number | 609 number | Congo |
| 2000s | 807.5 number | 401.5 number | 406 number | Congo |
| 2010s | 3,444 number | 3,247 number | 196.5 number | Congo |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Congo or Togo?
- Togo, at 5,307 number against 4,493 number in Congo as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between Congo and Togo?
- 814 number, with Togo ahead.
- How many years of comparable data are there for Congo and Togo?
- 27 years are reported by both, from 1971 to 2017.
- How do Congo and Togo rank globally for teachers in tertiary education programmes, both sexes?
- Congo ranks 114th and Togo ranks 113th 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.