Kazakhstan vs Morocco: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Kazakhstan
- Morocco
How they compare
Kazakhstan currently reports 45,454 number against 35,742 number in Morocco, a difference of 9,712 number.
That makes Kazakhstan's figure about 1.3 times Morocco's.
Across all 8 years both countries report, Kazakhstan has been ahead every year.
Kazakhstan ranks 38th and Morocco ranks 41st of 176 countries.
Kazakhstan has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Kazakhstan | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 27,127 number | 16,242 number | 10,885 number | Kazakhstan |
| 2000s | 40,604 number | 18,700 number | 21,904 number | Kazakhstan |
| 2010s | 43,828 number | 34,857 number | 8,971 number | Kazakhstan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Kazakhstan or Morocco?
- Kazakhstan, at 45,454 number against 35,742 number in Morocco as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between Kazakhstan and Morocco?
- 9,712 number, with Kazakhstan ahead.
- How many years of comparable data are there for Kazakhstan and Morocco?
- 8 years are reported by both, from 1999 to 2019.
- How do Kazakhstan and Morocco rank globally for teachers in tertiary education programmes, both sexes?
- Kazakhstan ranks 38th and Morocco ranks 41st 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.