Eritrea vs Guyana: Teachers in post-secondary non-tertiary education, male
Teachers in post-secondary non-tertiary education, male over time
- Eritrea
- Guyana
How they compare
Guyana currently reports 178 number against 136 number in Eritrea, a difference of 42 number.
That makes Guyana's figure about 1.3 times Eritrea's.
The two have swapped places 2 times across 10 shared years of data; in 1999 it was Guyana ahead.
Eritrea ranks 35th and Guyana ranks 34th of 65 countries.
Across the 3 decades both report, Eritrea averaged higher in 1 and Guyana in 2.
Head to head by decade
| Decade | Eritrea | Guyana | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 58 number | 166 number | 108 number | Guyana |
| 2000s | 90 number | 151.8 number | 61.8 number | Guyana |
| 2010s | 179.25 number | 73.75 number | 105.5 number | Eritrea |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in post-secondary non-tertiary education, male, Eritrea or Guyana?
- Guyana, at 178 number against 136 number in Eritrea as of 2017.
- What is the difference in teachers in post-secondary non-tertiary education, male between Eritrea and Guyana?
- 42 number, with Guyana ahead.
- How many years of comparable data are there for Eritrea and Guyana?
- 10 years are reported by both, from 1999 to 2017.
- How do Eritrea and Guyana rank globally for teachers in post-secondary non-tertiary education, male?
- Eritrea ranks 35th and Guyana ranks 34th of 65 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in post-secondary non-tertiary education, male (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of male teachers in public and private post-secondary non-tertiary education institutions (ISCED 4). 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/