Lebanon vs Switzerland: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Lebanon
- Switzerland
How they compare
Lebanon currently reports 45,916 number against 36,406 number in Switzerland, a difference of 9,510 number.
That makes Lebanon's figure about 1.3 times Switzerland's.
The two have swapped places 2 times across 16 shared years of data; in 1996 it was Lebanon ahead.
Lebanon ranks 37th and Switzerland ranks 40th of 176 countries.
Across the 3 decades both report, Lebanon averaged higher in 1 and Switzerland in 2.
Head to head by decade
| Decade | Lebanon | Switzerland | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 9,680 number | 7,940 number | 1,740 number | Lebanon |
| 2000s | 17,200 number | 25,411 number | 8,211 number | Switzerland |
| 2010s | 31,414 number | 40,047 number | 8,634 number | Switzerland |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Lebanon or Switzerland?
- Lebanon, at 45,916 number against 36,406 number in Switzerland as of 2014.
- What is the difference in teachers in tertiary education programmes, both sexes between Lebanon and Switzerland?
- 9,510 number, with Lebanon ahead.
- How many years of comparable data are there for Lebanon and Switzerland?
- 16 years are reported by both, from 1996 to 2014.
- How do Lebanon and Switzerland rank globally for teachers in tertiary education programmes, both sexes?
- Lebanon ranks 37th and Switzerland 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.