Georgia vs Kyrgyzstan: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Georgia
- Kyrgyzstan
How they compare
Georgia currently reports 20,313 number against 18,844 number in Kyrgyzstan, a difference of 1,469 number.
That makes Georgia's figure about 1.1 times Kyrgyzstan's.
The two have swapped places 4 times across 23 shared years of data; in 1995 it was Georgia ahead.
Georgia ranks 61st and Kyrgyzstan ranks 64th of 176 countries.
Across the 3 decades both report, Georgia averaged higher in 2 and Kyrgyzstan in 1.
Head to head by decade
| Decade | Georgia | Kyrgyzstan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 25,036 number | 7,514 number | 17,522 number | Georgia |
| 2000s | 23,097 number | 12,705 number | 10,392 number | Georgia |
| 2010s | 17,506 number | 19,664 number | 2,158 number | Kyrgyzstan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Georgia or Kyrgyzstan?
- Georgia, at 20,313 number against 18,844 number in Kyrgyzstan as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between Georgia and Kyrgyzstan?
- 1,469 number, with Georgia ahead.
- How many years of comparable data are there for Georgia and Kyrgyzstan?
- 23 years are reported by both, from 1995 to 2019.
- How do Georgia and Kyrgyzstan rank globally for teachers in tertiary education programmes, both sexes?
- Georgia ranks 61st and Kyrgyzstan ranks 64th 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.