Jordan vs Uruguay: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Jordan
- Uruguay
How they compare
Jordan currently reports 22,707 number against 22,433 number in Uruguay, a difference of 274 number.
The two have swapped places 1 time across 17 shared years of data; in 1974 it was Uruguay ahead.
Jordan ranks 55th and Uruguay ranks 57th of 176 countries.
Uruguay has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Jordan | Uruguay | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 746.33 number | 2,637 number | 1,890 number | Uruguay |
| 1980s | 2,465 number | 4,373 number | 1,908 number | Uruguay |
| 1990s | 4,821 number | 9,907 number | 5,086 number | Uruguay |
| 2000s | 7,709 number | 13,557 number | 5,848 number | Uruguay |
| 2010s | 16,648 number | 20,524 number | 3,876 number | Uruguay |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Jordan or Uruguay?
- Jordan, at 22,707 number against 22,433 number in Uruguay as of 2017.
- What is the difference in teachers in tertiary education programmes, both sexes between Jordan and Uruguay?
- 274 number, with Jordan ahead.
- How many years of comparable data are there for Jordan and Uruguay?
- 17 years are reported by both, from 1974 to 2017.
- How do Jordan and Uruguay rank globally for teachers in tertiary education programmes, both sexes?
- Jordan ranks 55th and Uruguay ranks 57th 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.