IDA total vs Netherlands: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- IDA total
- Netherlands
How they compare
IDA total currently reports 673,277 number against 69,777 number in Netherlands, a difference of 603,500 number.
That makes IDA total's figure about 9.6 times Netherlands's.
Across all 20 years both countries report, IDA total has been ahead every year.
IDA total ranks 26th and Netherlands ranks 31st of 43 groups.
IDA total has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | IDA total | Netherlands | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 184,839 number | 43,230 number | 141,609 number | IDA total |
| 2000s | 336,270 number | 45,164 number | 291,106 number | IDA total |
| 2010s | 617,741 number | 62,255 number | 555,486 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 Netherlands?
- IDA total, at 673,277 number against 69,777 number in Netherlands as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between IDA total and Netherlands?
- 603,500 number, with IDA total ahead.
- How many years of comparable data are there for IDA total and Netherlands?
- 20 years are reported by both, from 1992 to 2018.
- How do IDA total and Netherlands rank globally for teachers in tertiary education programmes, both sexes?
- IDA total ranks 26th and Netherlands ranks 31st 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.