Mozambique vs Panama: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Mozambique
- Panama
How they compare
Mozambique currently reports 14,104 number against 13,964 number in Panama, a difference of 140 number.
Across all 22 years both countries report, Panama has been ahead every year.
Mozambique ranks 79th and Panama ranks 80th of 176 countries.
Panama has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Mozambique | Panama | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 233.33 number | 911.33 number | 678 number | Panama |
| 1980s | 310.75 number | 3,222 number | 2,911 number | Panama |
| 1990s | 812 number | 4,451 number | 3,639 number | Panama |
| 2000s | 3,200 number | 12,188 number | 8,988 number | Panama |
| 2010s | 8,414 number | 14,259 number | 5,846 number | Panama |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Mozambique or Panama?
- Mozambique, at 14,104 number against 13,964 number in Panama as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Mozambique and Panama?
- 140 number, with Mozambique ahead.
- How many years of comparable data are there for Mozambique and Panama?
- 22 years are reported by both, from 1971 to 2014.
- How do Mozambique and Panama rank globally for teachers in tertiary education programmes, both sexes?
- Mozambique ranks 79th and Panama ranks 80th 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.