Singapore vs Sri Lanka: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Singapore
- Sri Lanka
How they compare
Singapore currently reports 14,402 number against 13,927 number in Sri Lanka, a difference of 475 number.
The two have swapped places 1 time across 12 shared years of data; in 1970 it was Sri Lanka ahead.
Singapore ranks 78th and Sri Lanka ranks 81st of 176 countries.
Across the 4 decades both report, Singapore averaged higher in 2 and Sri Lanka in 2.
Head to head by decade
| Decade | Singapore | Sri Lanka | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 1,574 number | 2,268 number | 693.5 number | Sri Lanka |
| 1980s | 2,889 number | 4,056 number | 1,167 number | Sri Lanka |
| 1990s | 5,603 number | 3,511 number | 2,092 number | Singapore |
| 2010s | 14,494 number | 9,744 number | 4,751 number | Singapore |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Singapore or Sri Lanka?
- Singapore, at 14,402 number against 13,927 number in Sri Lanka as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Singapore and Sri Lanka?
- 475 number, with Singapore ahead.
- How many years of comparable data are there for Singapore and Sri Lanka?
- 12 years are reported by both, from 1970 to 2018.
- How do Singapore and Sri Lanka rank globally for teachers in tertiary education programmes, both sexes?
- Singapore ranks 78th and Sri Lanka ranks 81st 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.