Honduras vs Ireland: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Honduras
- Ireland
How they compare
Ireland currently reports 12,609 number against 12,439 number in Honduras, a difference of 170 number.
Across all 20 years both countries report, Ireland has been ahead every year.
Honduras ranks 83rd and Ireland ranks 82nd of 176 countries.
Ireland has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Honduras | Ireland | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 995.2 number | 3,802 number | 2,807 number | Ireland |
| 1980s | 2,610 number | 5,189 number | 2,579 number | Ireland |
| 1990s | 4,324 number | 7,852 number | 3,528 number | Ireland |
| 2000s | 6,244 number | 12,967 number | 6,723 number | Ireland |
| 2010s | 8,593 number | 12,609 number | 4,016 number | Ireland |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Honduras or Ireland?
- Ireland, at 12,609 number against 12,439 number in Honduras as of 2010.
- What is the difference in teachers in tertiary education programmes, both sexes between Honduras and Ireland?
- 170 number, with Ireland ahead.
- How many years of comparable data are there for Honduras and Ireland?
- 20 years are reported by both, from 1974 to 2010.
- How do Honduras and Ireland rank globally for teachers in tertiary education programmes, both sexes?
- Honduras ranks 83rd and Ireland ranks 82nd 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.