Middle East, North Africa, Afghanistan & Pakistan (excluding high income) vs Nigeria: Teachers in tertiary education programmes, both sexes

Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
640,737 number
in 2019
Nigeria
66,975 number
in 2011
Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank
29th
Nigeria rank
32nd

Teachers in tertiary education programmes, both sexes over time

  • Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
  • Nigeria
0200.0k400.0k600.0k197019942019

How they compare

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) currently reports 640,737 number against 66,975 number in Nigeria, a difference of 573,762 number.

That makes Middle East, North Africa, Afghanistan & Pakistan (excluding high income)'s figure about 9.6 times Nigeria's.

Across all 8 years both countries report, Middle East, North Africa, Afghanistan & Pakistan (excluding high income) has been ahead every year.

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 29th and Nigeria ranks 32nd of 45 groups.

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) has averaged higher in every one of the 4 decades both report.

Head to head by decade

Decade Middle East, North Africa, Afghanistan & Pakistan (excluding high income) Nigeria Difference Ahead
1980s 110,746 number 15,692 number 95,053 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
1990s 230,854 number 52,386 number 178,468 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
2000s 322,843 number 37,031 number 285,812 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
2010s 474,500 number 61,814 number 412,686 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)

Averages of every year both report within each decade.

Frequently asked questions

Which has higher teachers in tertiary education programmes, both sexes, Middle East, North Africa, Afghanistan & Pakistan (excluding high income) or Nigeria?
Middle East, North Africa, Afghanistan & Pakistan (excluding high income), at 640,737 number against 66,975 number in Nigeria as of 2019.
What is the difference in teachers in tertiary education programmes, both sexes between Middle East, North Africa, Afghanistan & Pakistan (excluding high income) and Nigeria?
573,762 number, with Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ahead.
How many years of comparable data are there for Middle East, North Africa, Afghanistan & Pakistan (excluding high income) and Nigeria?
8 years are reported by both, from 1981 to 2011.
How do Middle East, North Africa, Afghanistan & Pakistan (excluding high income) and Nigeria rank globally for teachers in tertiary education programmes, both sexes?
Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 29th and Nigeria ranks 32nd 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.

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Middle East, North Africa, Afghanistan & Pakistan (excluding high income) vs Nigeria: Teachers in tertiary education programmes, both sexes. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 18 September 2026, from https://education.statizoid.com/compare/teachers-in-tertiary-education-programmes-both-sexes-number/middle-east-north-africa-afghanistan-and-pakistan-excluding-high-income/nigeria/

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About this data

Indicator
Teachers in tertiary education programmes, both sexes (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
221 places, 5,942 data points, 1970–2020
Last refreshed

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.