Caribbean Small States vs Ecuador: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Caribbean Small States
- Ecuador
How they compare
Ecuador currently reports 48,738 number against 18,649 number in Caribbean Small States, a difference of 30,089 number.
That makes Ecuador's figure about 2.6 times Caribbean Small States's.
Across all 13 years both countries report, Ecuador has been ahead every year.
Caribbean Small States ranks 44th and Ecuador ranks 41st of 45 groups.
Ecuador has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Caribbean Small States | Ecuador | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 12,976 number | 31,498 number | 18,521 number | Ecuador |
| 2010s | 18,538 number | 39,237 number | 20,699 number | Ecuador |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Caribbean Small States or Ecuador?
- Ecuador, at 48,738 number against 18,649 number in Caribbean Small States as of 2018.
- What is the difference in teachers in upper secondary education, both sexes between Caribbean Small States and Ecuador?
- 30,089 number, with Ecuador ahead.
- How many years of comparable data are there for Caribbean Small States and Ecuador?
- 13 years are reported by both, from 2000 to 2013.
- How do Caribbean Small States and Ecuador rank globally for teachers in upper secondary education, both sexes?
- Caribbean Small States ranks 44th and Ecuador ranks 41st of 45 groups.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in upper secondary education, 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 upper secondary education institutions (ISCED 3). 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.