Eswatini vs Guyana: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Eswatini
- Guyana
How they compare
Eswatini currently reports 712 number against 676 number in Guyana, a difference of 36 number.
That makes Eswatini's figure about 1.1 times Guyana's.
The two have swapped places 2 times across 9 shared years of data; in 1976 it was Guyana ahead.
Eswatini ranks 149th and Guyana ranks 150th of 176 countries.
Guyana has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Eswatini | Guyana | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 154.5 number | 503 number | 348.5 number | Guyana |
| 1980s | 247 number | 442 number | 195 number | Guyana |
| 1990s | 457 number | 531 number | 74 number | Guyana |
| 2000s | 407.33 number | 465 number | 57.67 number | Guyana |
| 2010s | 277 number | 621 number | 344 number | Guyana |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Eswatini or Guyana?
- Eswatini, at 712 number against 676 number in Guyana as of 2015.
- What is the difference in teachers in tertiary education programmes, both sexes between Eswatini and Guyana?
- 36 number, with Eswatini ahead.
- How many years of comparable data are there for Eswatini and Guyana?
- 9 years are reported by both, from 1976 to 2011.
- How do Eswatini and Guyana rank globally for teachers in tertiary education programmes, both sexes?
- Eswatini ranks 149th and Guyana ranks 150th 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.