Small states vs Sweden: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Small states
- Sweden
How they compare
Small states currently reports 46,776 number against 35,478 number in Sweden, a difference of 11,298 number.
That makes Small states's figure about 1.3 times Sweden's.
The two have swapped places 1 time across 24 shared years of data; in 1993 it was Sweden ahead.
Small states ranks 40th and Sweden ranks 42nd of 43 groups.
Across the 3 decades both report, Small states averaged higher in 1 and Sweden in 2.
Head to head by decade
| Decade | Small states | Sweden | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 18,192 number | 28,850 number | 10,658 number | Sweden |
| 2000s | 29,501 number | 35,226 number | 5,725 number | Sweden |
| 2010s | 45,436 number | 33,009 number | 12,427 number | Small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Small states or Sweden?
- Small states, at 46,776 number against 35,478 number in Sweden as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between Small states and Sweden?
- 11,298 number, with Small states ahead.
- How many years of comparable data are there for Small states and Sweden?
- 24 years are reported by both, from 1993 to 2018.
- How do Small states and Sweden rank globally for teachers in tertiary education programmes, both sexes?
- Small states ranks 40th and Sweden ranks 42nd of 43 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.
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.