Czechia vs New Zealand: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Czechia
- New Zealand
How they compare
New Zealand currently reports 16,834 number against 16,426 number in Czechia, a difference of 408 number.
The two have swapped places 2 times across 19 shared years of data; in 1971 it was Czechia ahead.
Czechia ranks 72nd and New Zealand ranks 70th of 176 countries.
Czechia has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Czechia | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 10,538 number | 5,818 number | 4,720 number | Czechia |
| 1980s | 11,456 number | 8,644 number | 2,812 number | Czechia |
| 1990s | 14,002 number | 11,473 number | 2,528 number | Czechia |
| 2010s | 16,426 number | 14,957 number | 1,469 number | Czechia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Czechia or New Zealand?
- New Zealand, at 16,834 number against 16,426 number in Czechia as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Czechia and New Zealand?
- 408 number, with New Zealand ahead.
- How many years of comparable data are there for Czechia and New Zealand?
- 19 years are reported by both, from 1971 to 2013.
- How do Czechia and New Zealand rank globally for teachers in tertiary education programmes, both sexes?
- Czechia ranks 72nd and New Zealand ranks 70th 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.