Slovakia vs Palestine, State of: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Slovakia
- Palestine, State of
How they compare
Palestine, State of currently reports 16,721 number against 16,575 number in Slovakia, a difference of 146 number.
Across all 21 years both countries report, Slovakia has been ahead every year.
Slovakia ranks 73rd and Palestine, State of ranks 72nd of 134 countries.
Slovakia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Slovakia | Palestine, State of | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 26,930 number | 5,685 number | 21,244 number | Slovakia |
| 2000s | 23,205 number | 4,743 number | 18,462 number | Slovakia |
| 2010s | 18,964 number | 9,334 number | 9,631 number | Slovakia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, both sexes, Slovakia or Palestine, State of?
- Palestine, State of, at 16,721 number against 16,575 number in Slovakia as of 2019.
- What is the difference in teachers in upper secondary education, both sexes between Slovakia and Palestine, State of?
- 146 number, with Palestine, State of ahead.
- How many years of comparable data are there for Slovakia and Palestine, State of?
- 21 years are reported by both, from 1997 to 2018.
- How do Slovakia and Palestine, State of rank globally for teachers in upper secondary education, both sexes?
- Slovakia ranks 73rd and Palestine, State of ranks 72nd 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.