Myanmar vs Romania: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Myanmar
- Romania
How they compare
Romania currently reports 26,266 number against 26,244 number in Myanmar, a difference of 22 number.
Across all 19 years both countries report, Romania has been ahead every year.
Myanmar ranks 53rd and Romania ranks 52nd of 176 countries.
Romania has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Myanmar | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 3,616 number | 14,180 number | 10,563 number | Romania |
| 1980s | 4,634 number | 13,776 number | 9,143 number | Romania |
| 1990s | 6,269 number | 19,889 number | 13,620 number | Romania |
| 2000s | 10,554 number | 28,506 number | 17,953 number | Romania |
| 2010s | 24,859 number | 28,126 number | 3,267 number | Romania |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Myanmar or Romania?
- Romania, at 26,266 number against 26,244 number in Myanmar as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Myanmar and Romania?
- 22 number, with Romania ahead.
- How many years of comparable data are there for Myanmar and Romania?
- 19 years are reported by both, from 1971 to 2018.
- How do Myanmar and Romania rank globally for teachers in tertiary education programmes, both sexes?
- Myanmar ranks 53rd and Romania ranks 52nd 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.