Luxembourg vs Mauritius: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Luxembourg
- Mauritius
How they compare
Luxembourg currently reports 1,331 number against 1,100 number in Mauritius, a difference of 231 number.
That makes Luxembourg's figure about 1.2 times Mauritius's.
The two have swapped places 2 times across 14 shared years of data; in 1973 it was Mauritius ahead.
Luxembourg ranks 136th and Mauritius ranks 138th of 176 countries.
Across the 3 decades both report, Luxembourg averaged higher in 1 and Mauritius in 2.
Head to head by decade
| Decade | Luxembourg | Mauritius | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 154.43 number | 217.29 number | 62.86 number | Mauritius |
| 1980s | 263.5 number | 203.67 number | 59.83 number | Luxembourg |
| 2010s | 1,004 number | 1,100 number | 96 number | Mauritius |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Luxembourg or Mauritius?
- Luxembourg, at 1,331 number against 1,100 number in Mauritius as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Luxembourg and Mauritius?
- 231 number, with Luxembourg ahead.
- How many years of comparable data are there for Luxembourg and Mauritius?
- 14 years are reported by both, from 1973 to 2010.
- How do Luxembourg and Mauritius rank globally for teachers in tertiary education programmes, both sexes?
- Luxembourg ranks 136th and Mauritius ranks 138th 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.