Ecuador vs Switzerland: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Ecuador
- Switzerland
How they compare
Ecuador currently reports 40,351 number against 36,406 number in Switzerland, a difference of 3,945 number.
That makes Ecuador's figure about 1.1 times Switzerland's.
The two have swapped places 2 times across 6 shared years of data; in 1991 it was Ecuador ahead.
Ecuador ranks 39th and Switzerland ranks 40th of 176 countries.
Across the 3 decades both report, Ecuador averaged higher in 1 and Switzerland in 2.
Head to head by decade
| Decade | Ecuador | Switzerland | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 12,856 number | 7,377 number | 5,479 number | Ecuador |
| 2000s | 21,632 number | 25,528 number | 3,896 number | Switzerland |
| 2010s | 39,362 number | 39,434 number | 72 number | Switzerland |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Ecuador or Switzerland?
- Ecuador, at 40,351 number against 36,406 number in Switzerland as of 2015.
- What is the difference in teachers in tertiary education programmes, both sexes between Ecuador and Switzerland?
- 3,945 number, with Ecuador ahead.
- How many years of comparable data are there for Ecuador and Switzerland?
- 6 years are reported by both, from 1991 to 2014.
- How do Ecuador and Switzerland rank globally for teachers in tertiary education programmes, both sexes?
- Ecuador ranks 39th and Switzerland ranks 40th 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.