IDA blend vs Kazakhstan: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- IDA blend
- Kazakhstan
How they compare
IDA blend currently reports 203,661 number against 45,454 number in Kazakhstan, a difference of 158,207 number.
That makes IDA blend's figure about 4.5 times Kazakhstan's.
Across all 12 years both countries report, IDA blend has been ahead every year.
IDA blend ranks 39th and Kazakhstan ranks 38th of 43 groups.
IDA blend has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | IDA blend | Kazakhstan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 92,427 number | 27,127 number | 65,300 number | IDA blend |
| 2000s | 108,512 number | 40,604 number | 67,908 number | IDA blend |
| 2010s | 204,755 number | 46,981 number | 157,775 number | IDA blend |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, IDA blend or Kazakhstan?
- IDA blend, at 203,661 number against 45,454 number in Kazakhstan as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between IDA blend and Kazakhstan?
- 158,207 number, with IDA blend ahead.
- How many years of comparable data are there for IDA blend and Kazakhstan?
- 12 years are reported by both, from 1999 to 2019.
- How do IDA blend and Kazakhstan rank globally for teachers in tertiary education programmes, both sexes?
- IDA blend ranks 39th and Kazakhstan ranks 38th of 43 groups.
- 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.