Romania vs Small states: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Romania
- Small states
How they compare
Small states currently reports 88,954 number against 55,412 number in Romania, a difference of 33,542 number.
That makes Small states's figure about 1.6 times Romania's.
The two have swapped places 1 time across 21 shared years of data; in 1998 it was Romania ahead.
Romania ranks 37th and Small states ranks 40th of 134 countries.
Across the 3 decades both report, Romania averaged higher in 2 and Small states in 1.
Head to head by decade
| Decade | Romania | Small states | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 72,192 number | 49,121 number | 23,071 number | Romania |
| 2000s | 67,972 number | 61,247 number | 6,724 number | Romania |
| 2010s | 57,719 number | 86,309 number | 28,589 number | Small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Romania or Small states?
- Small states, at 88,954 number against 55,412 number in Romania as of 2019.
- What is the difference in teachers in upper secondary education, both sexes between Romania and Small states?
- 33,542 number, with Small states ahead.
- How many years of comparable data are there for Romania and Small states?
- 21 years are reported by both, from 1998 to 2018.
- How do Romania and Small states rank globally for teachers in upper secondary education, both sexes?
- Romania ranks 37th and Small states 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.