Jordan vs Tunisia: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Jordan
- Tunisia
How they compare
Jordan currently reports 22,707 number against 22,410 number in Tunisia, a difference of 297 number.
Across all 29 years both countries report, Tunisia has been ahead every year.
Jordan ranks 55th and Tunisia ranks 58th of 176 countries.
Tunisia has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Jordan | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 699.57 number | 1,716 number | 1,016 number | Tunisia |
| 1980s | 2,513 number | 4,297 number | 1,784 number | Tunisia |
| 1990s | 4,263 number | 5,550 number | 1,288 number | Tunisia |
| 2000s | 7,709 number | 14,842 number | 7,133 number | Tunisia |
| 2010s | 10,024 number | 21,210 number | 11,186 number | Tunisia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Jordan or Tunisia?
- Jordan, at 22,707 number against 22,410 number in Tunisia as of 2017.
- What is the difference in teachers in tertiary education programmes, both sexes between Jordan and Tunisia?
- 297 number, with Jordan ahead.
- How many years of comparable data are there for Jordan and Tunisia?
- 29 years are reported by both, from 1972 to 2010.
- How do Jordan and Tunisia rank globally for teachers in tertiary education programmes, both sexes?
- Jordan ranks 55th and Tunisia ranks 58th 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.