Ethiopia vs Jordan: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Ethiopia
- Jordan
How they compare
Ethiopia currently reports 24,252 number against 22,707 number in Jordan, a difference of 1,545 number.
That makes Ethiopia's figure about 1.1 times Jordan's.
The two have swapped places 1 time across 18 shared years of data; in 1971 it was Ethiopia ahead.
Ethiopia ranks 54th and Jordan ranks 55th of 176 countries.
Jordan has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Ethiopia | Jordan | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 501.6 number | 532.6 number | 31 number | Jordan |
| 1980s | 1,377 number | 2,426 number | 1,049 number | Jordan |
| 1990s | 1,966 number | 3,858 number | 1,892 number | Jordan |
| 2000s | 3,937 number | 6,912 number | 2,975 number | Jordan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Ethiopia or Jordan?
- Ethiopia, at 24,252 number against 22,707 number in Jordan as of 2014.
- What is the difference in teachers in tertiary education programmes, both sexes between Ethiopia and Jordan?
- 1,545 number, with Ethiopia ahead.
- How many years of comparable data are there for Ethiopia and Jordan?
- 18 years are reported by both, from 1971 to 2005.
- How do Ethiopia and Jordan rank globally for teachers in tertiary education programmes, both sexes?
- Ethiopia ranks 54th and Jordan ranks 55th 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.