Jordan vs Myanmar: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Jordan
- Myanmar
How they compare
Myanmar currently reports 26,244 number against 22,707 number in Jordan, a difference of 3,537 number.
That makes Myanmar's figure about 1.2 times Jordan's.
Across all 11 years both countries report, Myanmar has been ahead every year.
Jordan ranks 55th and Myanmar ranks 53rd of 176 countries.
Myanmar has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Jordan | Myanmar | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 435 number | 3,435 number | 3,000 number | Myanmar |
| 1980s | 2,307 number | 4,758 number | 2,451 number | Myanmar |
| 1990s | 4,016 number | 5,643 number | 1,627 number | Myanmar |
| 2000s | 6,924 number | 10,570 number | 3,645 number | Myanmar |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Jordan or Myanmar?
- Myanmar, at 26,244 number against 22,707 number in Jordan as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Jordan and Myanmar?
- 3,537 number, with Myanmar ahead.
- How many years of comparable data are there for Jordan and Myanmar?
- 11 years are reported by both, from 1971 to 2007.
- How do Jordan and Myanmar rank globally for teachers in tertiary education programmes, both sexes?
- Jordan ranks 55th and Myanmar ranks 53rd 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.