Kazakhstan vs Small states: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Kazakhstan
- Small states
How they compare
Small states currently reports 46,776 number against 45,454 number in Kazakhstan, a difference of 1,322 number.
The two have swapped places 1 time across 12 shared years of data; in 1999 it was Kazakhstan ahead.
Kazakhstan ranks 38th and Small states ranks 40th of 176 countries.
Kazakhstan has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Kazakhstan | Small states | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 27,127 number | 21,438 number | 5,689 number | Kazakhstan |
| 2000s | 40,604 number | 26,431 number | 14,173 number | Kazakhstan |
| 2010s | 46,981 number | 45,527 number | 1,454 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 Small states?
- Small states, at 46,776 number against 45,454 number in Kazakhstan as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between Kazakhstan and Small states?
- 1,322 number, with Small states ahead.
- How many years of comparable data are there for Kazakhstan and Small states?
- 12 years are reported by both, from 1999 to 2019.
- How do Kazakhstan and Small states rank globally for teachers in tertiary education programmes, both sexes?
- Kazakhstan ranks 38th and Small states ranks 40th 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.