Georgia vs New Zealand: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Georgia
- New Zealand
How they compare
Georgia currently reports 20,511 number against 19,105 number in New Zealand, a difference of 1,406 number.
That makes Georgia's figure about 1.1 times New Zealand's.
The two have swapped places 4 times across 8 shared years of data; in 2000 it was Georgia ahead.
Georgia ranks 67th and New Zealand ranks 70th of 134 countries.
Across the 2 decades both report, Georgia averaged higher in 1 and New Zealand in 1.
Head to head by decade
| Decade | Georgia | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 19,497 number | 18,359 number | 1,138 number | Georgia |
| 2010s | 18,875 number | 18,915 number | 39.62 number | New Zealand |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Georgia or New Zealand?
- Georgia, at 20,511 number against 19,105 number in New Zealand as of 2019.
- What is the difference in teachers in upper secondary education, both sexes between Georgia and New Zealand?
- 1,406 number, with Georgia ahead.
- How many years of comparable data are there for Georgia and New Zealand?
- 8 years are reported by both, from 2000 to 2018.
- How do Georgia and New Zealand rank globally for teachers in upper secondary education, both sexes?
- Georgia ranks 67th and New Zealand ranks 70th of 134 countries.
- 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.