France vs South Asia: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- France
- South Asia
How they compare
South Asia currently reports 1.61 million number against 109,827 number in France, a difference of 1.50 million number.
That makes South Asia's figure about 14.6 times France's.
Across all 13 years both countries report, South Asia has been ahead every year.
France ranks 21st and South Asia ranks 20th of 176 countries.
South Asia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | France | South Asia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 125,537 number | 325,538 number | 200,002 number | South Asia |
| 2000s | 128,758 number | 513,002 number | 384,244 number | South Asia |
| 2010s | 112,669 number | 1.52 million number | 1.41 million number | South Asia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, France or South Asia?
- South Asia, at 1.61 million number against 109,827 number in France as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between France and South Asia?
- 1.50 million number, with South Asia ahead.
- How many years of comparable data are there for France and South Asia?
- 13 years are reported by both, from 1993 to 2013.
- How do France and South Asia rank globally for teachers in tertiary education programmes, both sexes?
- France ranks 21st and South Asia ranks 20th 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.