Lebanon vs Low income: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Lebanon
- Low income
How they compare
Low income currently reports 248,720 number against 45,916 number in Lebanon, a difference of 202,804 number.
That makes Low income's figure about 5.4 times Lebanon's.
Across all 17 years both countries report, Low income has been ahead every year.
Lebanon ranks 37th and Low income ranks 37th of 176 countries.
Low income has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Lebanon | Low income | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 8,254 number | 110,468 number | 102,214 number | Low income |
| 2000s | 17,200 number | 147,485 number | 130,286 number | Low income |
| 2010s | 31,414 number | 223,952 number | 192,538 number | Low income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Lebanon or Low income?
- Low income, at 248,720 number against 45,916 number in Lebanon as of 2016.
- What is the difference in teachers in tertiary education programmes, both sexes between Lebanon and Low income?
- 202,804 number, with Low income ahead.
- How many years of comparable data are there for Lebanon and Low income?
- 17 years are reported by both, from 1992 to 2014.
- How do Lebanon and Low income rank globally for teachers in tertiary education programmes, both sexes?
- Lebanon ranks 37th and Low income ranks 37th 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.