Ecuador vs Lebanon: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Ecuador
- Lebanon
How they compare
Lebanon currently reports 45,916 number against 40,351 number in Ecuador, a difference of 5,565 number.
That makes Lebanon's figure about 1.1 times Ecuador's.
The two have swapped places 1 time across 7 shared years of data; in 1971 it was Ecuador ahead.
Ecuador ranks 39th and Lebanon ranks 37th of 176 countries.
Ecuador has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Ecuador | Lebanon | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 2,867 number | 2,300 number | 567 number | Ecuador |
| 1980s | 11,690 number | 7,976 number | 3,714 number | Ecuador |
| 2000s | 21,632 number | 18,187 number | 3,445 number | Ecuador |
| 2010s | 39,362 number | 37,189 number | 2,172 number | Ecuador |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Ecuador or Lebanon?
- Lebanon, at 45,916 number against 40,351 number in Ecuador as of 2014.
- What is the difference in teachers in tertiary education programmes, both sexes between Ecuador and Lebanon?
- 5,565 number, with Lebanon ahead.
- How many years of comparable data are there for Ecuador and Lebanon?
- 7 years are reported by both, from 1971 to 2014.
- How do Ecuador and Lebanon rank globally for teachers in tertiary education programmes, both sexes?
- Ecuador ranks 39th and Lebanon ranks 37th 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.