Teachers in tertiary education programmes, both sexes … annual in SDG: Landlocked Developing Countries
SDG: Landlocked Developing Countries: Teachers in tertiary education programmes, both sexes … annual was 8.85 % change on previous year in 2024. ◆ Volatile
Teachers in tertiary education programmes, both sexes (number) in SDG: Landlocked Developing Countries, 1991–2024
Source: Statizoid (derived). Measured in % change on previous year.
Analysis
SDG: Landlocked Developing Countries recorded 8.85 % change on previous year for teachers in tertiary education programmes, both sexes (number) in 2024. That is the highest value across all 34 years on record.
The figure is up 671.0% on the previous year and up 316.0% over ten years.
Over the whole period, teachers in tertiary education programmes, both sexes (number) in SDG: Landlocked Developing Countries peaked at 8.85 % change on previous year in 2024 and was at its lowest, -4.52 % change on previous year, in 1995.
SDG: Landlocked Developing Countries ranks 18th of 221 groups on this measure, in the top 10%.
The series is highly variable year to year, so single readings are best treated with caution.
Teachers in tertiary education programmes, both sexes … annual in SDG: Landlocked Developing Countries, year by year
| Year | % change on previous year | Change |
|---|---|---|
| 1991 | 3.36 % change on previous year | — |
| 1992 | 4.37 % change on previous year | +30.1% |
| 1993 | -3.04 % change on previous year | -169.6% |
| 1994 | -2.5 % change on previous year | -17.7% |
| 1995 | -4.52 % change on previous year | +80.7% |
| 1996 | -3.6 % change on previous year | -20.4% |
| 1997 | 0.3767 % change on previous year | -110.5% |
| 1998 | 8.1 % change on previous year | +2051.7% |
| 1999 | -4.03 % change on previous year | -149.7% |
| 2000 | 7.05 % change on previous year | -275.1% |
| 2001 | 4.96 % change on previous year | -29.6% |
| 2002 | 6.32 % change on previous year | +27.3% |
| 2003 | 5.19 % change on previous year | -17.8% |
| 2004 | 6.86 % change on previous year | +32.1% |
| 2005 | 5.77 % change on previous year | -15.9% |
| 2006 | 7 % change on previous year | +21.3% |
| 2007 | 3.64 % change on previous year | -48.0% |
| 2008 | 4.97 % change on previous year | +36.7% |
| 2009 | 4.16 % change on previous year | -16.3% |
| 2010 | 3.37 % change on previous year | -18.9% |
| 2011 | 2.2 % change on previous year | -34.7% |
| 2012 | 2.86 % change on previous year | +30.2% |
| 2013 | 4.19 % change on previous year | +46.4% |
| 2014 | 2.13 % change on previous year | -49.2% |
| 2015 | 0.324 % change on previous year | -84.8% |
| 2016 | -3.28 % change on previous year | -1113.4% |
| 2017 | 3.39 % change on previous year | -203.2% |
| 2018 | -0.2012 % change on previous year | -105.9% |
| 2019 | 4.4 % change on previous year | -2286.7% |
| 2020 | 2.66 % change on previous year | -39.5% |
| 2021 | 2.35 % change on previous year | -11.6% |
| 2022 | -0.1411 % change on previous year | -106.0% |
| 2023 | 1.15 % change on previous year | -913.8% |
| 2024 | 8.85 % change on previous year | +671.0% |
Biggest year-on-year movements
Years where Teachers in tertiary education programmes, both sexes … annual in SDG: Landlocked Developing Countries changed far more than this series normally does. A large move can be a real event or a change in how the figure was measured — the source note below says who published it.
| Year | Change | From | To |
|---|---|---|---|
| 2019 | +2286.7% | -0.2012 % change on previous year | 4.4 % change on previous year |
| 1998 | +2051.7% | 0.3767 % change on previous year | 8.1 % change on previous year |
| 2016 | -1113.4% | 0.324 % change on previous year | -3.28 % change on previous year |
| 2023 | +913.8% | -0.1411 % change on previous year | 1.15 % change on previous year |
| 2024 | +671.0% | 1.15 % change on previous year | 8.85 % change on previous year |
Averages by decade
| Decade | Average | Lowest | Highest | Years |
|---|---|---|---|---|
| 1990s | -0.1651 % change on previous year | -4.52 % change on previous year | 8.1 % change on previous year | 9 |
| 2000s | 5.59 % change on previous year | 3.64 % change on previous year | 7.05 % change on previous year | 10 |
| 2010s | 1.94 % change on previous year | -3.28 % change on previous year | 4.4 % change on previous year | 10 |
| 2020s | 2.98 % change on previous year | -0.1411 % change on previous year | 8.85 % change on previous year | 5 |
Countries ranked near SDG: Landlocked Developing Countries
- 15 Chad 17.25 % change on previous year compare
- 16 Malaysia 16.95 % change on previous year compare
- 17 Uruguay 15.1 % change on previous year compare
- 18 Democratic Republic of Congo 14.4 % change on previous year compare
- 19 Samoa 13.37 % change on previous year compare
- 20 Tajikistan 12.37 % change on previous year compare
- 21 Mauritania 12.28 % change on previous year compare
More education data for SDG: Landlocked Developing Countries
- Teachers in primary education, both sexes (number), annual growth rate 1.08 % change on previous year (2024)
- Enrolment in secondary education, male (number), annual growth rate 1.93 % change on previous year (2024)
- Enrolment in secondary education, male (number), gaps filled 22.06 million (2024)
- Enrolment in secondary education, female (number), annual growth rate 2.4 % change on previous year (2024)
- Enrolment in secondary education, female (number), gaps filled 19.77 million (2024)
- Enrolment in secondary education, both sexes (number), annual growth 2.15 % change on previous year (2024)
- Enrolment in primary education, male (number), gaps filled 42.33 million (2024)
- Enrolment in secondary education, both sexes (number), gaps filled 41.83 million (2024)
- Enrolment in pre-primary education, both sexes (number), gaps filled 15.66 million (2024)
- Teachers in primary education, both sexes (number), gaps filled 2.22 million (2024)
Frequently asked questions
- What is teachers in tertiary education programmes, both sexes (number) in SDG: Landlocked Developing Countries?
- Teachers in tertiary education programmes, both sexes (number) in SDG: Landlocked Developing Countries was 8.85 % change on previous year in 2024, according to Statizoid (derived).
- What is the highest teachers in tertiary education programmes, both sexes (number) recorded in SDG: Landlocked Developing Countries?
- The highest recorded value was 8.85 % change on previous year in 2024.
- What is the lowest teachers in tertiary education programmes, both sexes (number) recorded in SDG: Landlocked Developing Countries?
- The lowest recorded value was -4.52 % change on previous year in 1995.
- How does SDG: Landlocked Developing Countries rank for teachers in tertiary education programmes, both sexes (number)?
- SDG: Landlocked Developing Countries ranks 18th out of 221 groups with data for 2024.
- Is teachers in tertiary education programmes, both sexes (number) rising or falling in SDG: Landlocked Developing Countries?
- Over the last ten years it is up 316.0%. The long-run trend across the full record is volatile.
- Where does this SDG: Landlocked Developing Countries data come from?
- The figures come from Statizoid (derived), published as part of Teachers in tertiary education programmes, both sexes (number), annual growth rate. Statizoid updates them automatically from the source API.
Download this data
CSV · JSON — 34 observations, free to reuse under Derived by Statizoid from the sources named on the page.
How this figure is calculated
The year-on-year percentage change in Teachers in tertiary education programmes, both sexes (number). Computed from consecutive annual observations; years either side of a gap are skipped rather than bridged.
Computed from
- Teachers in tertiary education programmes, both sexes UNESCO Institute for Statistics
Statizoid computes this series; the underlying measurements belong to the publishers named above. The arithmetic is applied to every country and year where both inputs report, and nothing is estimated unless the page says so.
About this data
The year-on-year percentage change in Teachers in tertiary education programmes, both sexes (number). Computed from consecutive annual observations; years either side of a gap are skipped rather than bridged.