IDA only vs Nigeria: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- IDA only
- Nigeria
How they compare
IDA only currently reports 456,955 number against 66,975 number in Nigeria, a difference of 389,980 number.
That makes IDA only's figure about 6.8 times Nigeria's.
Across all 8 years both countries report, IDA only has been ahead every year.
IDA only ranks 30th and Nigeria ranks 32nd of 43 groups.
IDA only has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | IDA only | Nigeria | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 80,375 number | 15,692 number | 64,682 number | IDA only |
| 1990s | 130,207 number | 52,386 number | 77,821 number | IDA only |
| 2000s | 195,305 number | 37,031 number | 158,274 number | IDA only |
| 2010s | 337,312 number | 61,814 number | 275,498 number | IDA only |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, IDA only or Nigeria?
- IDA only, at 456,955 number against 66,975 number in Nigeria as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between IDA only and Nigeria?
- 389,980 number, with IDA only ahead.
- How many years of comparable data are there for IDA only and Nigeria?
- 8 years are reported by both, from 1981 to 2011.
- How do IDA only and Nigeria rank globally for teachers in tertiary education programmes, both sexes?
- IDA only ranks 30th and Nigeria ranks 32nd 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.