Georgia vs Tunisia: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Georgia
- Tunisia
How they compare
Tunisia currently reports 22,410 number against 20,313 number in Georgia, a difference of 2,097 number.
That makes Tunisia's figure about 1.1 times Georgia's.
The two have swapped places 1 time across 18 shared years of data; in 1981 it was Georgia ahead.
Georgia ranks 61st and Tunisia ranks 58th of 176 countries.
Across the 4 decades both report, Georgia averaged higher in 3 and Tunisia in 1.
Head to head by decade
| Decade | Georgia | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 13,784 number | 4,031 number | 9,753 number | Georgia |
| 1990s | 23,141 number | 6,375 number | 16,765 number | Georgia |
| 2000s | 23,097 number | 14,908 number | 8,189 number | Georgia |
| 2010s | 14,454 number | 21,810 number | 7,356 number | Tunisia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Georgia or Tunisia?
- Tunisia, at 22,410 number against 20,313 number in Georgia as of 2012.
- What is the difference in teachers in tertiary education programmes, both sexes between Georgia and Tunisia?
- 2,097 number, with Tunisia ahead.
- How many years of comparable data are there for Georgia and Tunisia?
- 18 years are reported by both, from 1981 to 2012.
- How do Georgia and Tunisia rank globally for teachers in tertiary education programmes, both sexes?
- Georgia ranks 61st and Tunisia ranks 58th 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.