Low income vs Morocco: Teachers in tertiary education programmes, both sexes (number)
Teachers in tertiary education programmes, both sexes (number) over time
- Low income
- Morocco
How they compare
Low income currently reports 248,720 number against 35,742 number in Morocco, a difference of 212,978 number.
That makes Low income's figure about 7.0 times Morocco's.
Across all 17 years both countries report, Low income has been ahead every year.
Low income ranks 39th and Morocco ranks 41st of 45 groups.
Low income has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Low income | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 114,360 number | 11,858 number | 102,502 number | Low income |
| 2000s | 147,485 number | 18,612 number | 128,873 number | Low income |
| 2010s | 247,198 number | 33,396 number | 213,802 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, Low income or Morocco?
- Low income, at 248,720 number against 35,742 number in Morocco as of 2016.
- What is the difference in teachers in tertiary education programmes, both sexes between Low income and Morocco?
- 212,978 number, with Low income ahead.
- How many years of comparable data are there for Low income and Morocco?
- 17 years are reported by both, from 1992 to 2016.
- How do Low income and Morocco rank globally for teachers in tertiary education programmes, both sexes?
- Low income ranks 39th and Morocco ranks 41st of 45 groups.
- 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.