Hong Kong, China vs Nicaragua: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Hong Kong, China
- Nicaragua
How they compare
Nicaragua currently reports 6,547 number against 6,504 number in Hong Kong, China, a difference of 43 number.
Across all 12 years both countries report, Hong Kong, China has been ahead every year.
Hong Kong, China ranks 107th and Nicaragua ranks 106th of 176 countries.
Hong Kong, China has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Hong Kong, China | Nicaragua | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 2,808 number | 963.62 number | 1,844 number | Hong Kong, China |
| 1980s | 5,625 number | 1,657 number | 3,968 number | Hong Kong, China |
| 1990s | 5,978 number | 2,274 number | 3,704 number | Hong Kong, China |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Hong Kong, China or Nicaragua?
- Nicaragua, at 6,547 number against 6,504 number in Hong Kong, China as of 2002.
- What is the difference in teachers in tertiary education programmes, both sexes between Hong Kong, China and Nicaragua?
- 43 number, with Nicaragua ahead.
- How many years of comparable data are there for Hong Kong, China and Nicaragua?
- 12 years are reported by both, from 1971 to 1992.
- How do Hong Kong, China and Nicaragua rank globally for teachers in tertiary education programmes, both sexes?
- Hong Kong, China ranks 107th and Nicaragua ranks 106th 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.