Small states vs Tunisia: Teachers in upper secondary education, both sexes
Teachers in upper secondary education, both sexes over time
- Small states
- Tunisia
How they compare
Small states currently reports 88,954 number against 49,872 number in Tunisia, a difference of 39,082 number.
That makes Small states's figure about 1.8 times Tunisia's.
Across all 9 years both countries report, Small states has been ahead every year.
Small states ranks 40th and Tunisia ranks 40th of 43 groups.
Small states has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Small states | Tunisia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 50,251 number | 29,555 number | 20,696 number | Small states |
| 2000s | 59,015 number | 35,495 number | 23,520 number | Small states |
| 2010s | 87,669 number | 49,686 number | 37,983 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, Small states or Tunisia?
- Small states, at 88,954 number against 49,872 number in Tunisia as of 2019.
- What is the difference in teachers in upper secondary education, both sexes between Small states and Tunisia?
- 39,082 number, with Small states ahead.
- How many years of comparable data are there for Small states and Tunisia?
- 9 years are reported by both, from 1999 to 2018.
- How do Small states and Tunisia rank globally for teachers in upper secondary education, both sexes?
- Small states ranks 40th and Tunisia ranks 40th of 43 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.