Ethiopia vs Myanmar: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Ethiopia
- Myanmar
How they compare
Myanmar currently reports 26,244 number against 24,252 number in Ethiopia, a difference of 1,992 number.
That makes Myanmar's figure about 1.1 times Ethiopia's.
Across all 11 years both countries report, Myanmar has been ahead every year.
Ethiopia ranks 54th and Myanmar ranks 53rd of 176 countries.
Myanmar has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Ethiopia | Myanmar | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 538.8 number | 3,680 number | 3,141 number | Myanmar |
| 1980s | 1,182 number | 4,634 number | 3,451 number | Myanmar |
| 1990s | 2,076 number | 5,860 number | 3,784 number | Myanmar |
| 2000s | 2,864 number | 10,496 number | 7,632 number | Myanmar |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Ethiopia or Myanmar?
- Myanmar, at 26,244 number against 24,252 number in Ethiopia as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Ethiopia and Myanmar?
- 1,992 number, with Myanmar ahead.
- How many years of comparable data are there for Ethiopia and Myanmar?
- 11 years are reported by both, from 1971 to 2001.
- How do Ethiopia and Myanmar rank globally for teachers in tertiary education programmes, both sexes?
- Ethiopia ranks 54th and Myanmar ranks 53rd 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.