Guatemala vs Tunisia: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Guatemala
- Tunisia
How they compare
Guatemala currently reports 53,101 number against 49,872 number in Tunisia, a difference of 3,229 number.
That makes Guatemala's figure about 1.1 times Tunisia's.
The two have swapped places 1 time across 9 shared years of data; in 1999 it was Tunisia ahead.
Guatemala ranks 39th and Tunisia ranks 40th of 134 countries.
Tunisia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Guatemala | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 13,105 number | 29,555 number | 16,450 number | Tunisia |
| 2000s | 16,967 number | 35,495 number | 18,529 number | Tunisia |
| 2010s | 44,002 number | 49,686 number | 5,684 number | Tunisia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Guatemala or Tunisia?
- Guatemala, at 53,101 number against 49,872 number in Tunisia as of 2019.
- What is the difference in teachers in upper secondary education, both sexes between Guatemala and Tunisia?
- 3,229 number, with Guatemala ahead.
- How many years of comparable data are there for Guatemala and Tunisia?
- 9 years are reported by both, from 1999 to 2018.
- How do Guatemala and Tunisia rank globally for teachers in upper secondary education, both sexes?
- Guatemala ranks 39th and Tunisia ranks 40th 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.