IDA total vs Italy: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- IDA total
- Italy
How they compare
IDA total currently reports 673,277 number against 92,744 number in Italy, a difference of 580,533 number.
That makes IDA total's figure about 7.3 times Italy's.
Across all 34 years both countries report, IDA total has been ahead every year.
IDA total ranks 26th and Italy ranks 28th of 43 groups.
IDA total has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | IDA total | Italy | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 148,970 number | 51,057 number | 97,913 number | IDA total |
| 1990s | 191,446 number | 65,396 number | 126,049 number | IDA total |
| 2000s | 336,270 number | 92,735 number | 243,535 number | IDA total |
| 2010s | 624,920 number | 96,530 number | 528,389 number | IDA total |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, IDA total or Italy?
- IDA total, at 673,277 number against 92,744 number in Italy as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between IDA total and Italy?
- 580,533 number, with IDA total ahead.
- How many years of comparable data are there for IDA total and Italy?
- 34 years are reported by both, from 1983 to 2018.
- How do IDA total and Italy rank globally for teachers in tertiary education programmes, both sexes?
- IDA total ranks 26th and Italy ranks 28th 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.