Eritrea vs Saint Lucia: Teachers in post-secondary non-tertiary education, male
Teachers in post-secondary non-tertiary education, male over time
- Eritrea
- Saint Lucia
How they compare
Eritrea currently reports 136 number against 106 number in Saint Lucia, a difference of 30 number.
That makes Eritrea's figure about 1.3 times Saint Lucia's.
The two have swapped places 4 times across 8 shared years of data; in 1999 it was Saint Lucia ahead.
Eritrea ranks 35th and Saint Lucia ranks 37th of 65 countries.
Across the 3 decades both report, Eritrea averaged higher in 1 and Saint Lucia in 2.
Head to head by decade
| Decade | Eritrea | Saint Lucia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 58 number | 79 number | 21 number | Saint Lucia |
| 2000s | 85 number | 59.83 number | 25.17 number | Eritrea |
| 2010s | 51 number | 83 number | 32 number | Saint Lucia |
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 Saint Lucia?
- Eritrea, at 136 number against 106 number in Saint Lucia as of 2017.
- What is the difference in teachers in post-secondary non-tertiary education, male between Eritrea and Saint Lucia?
- 30 number, with Eritrea ahead.
- How many years of comparable data are there for Eritrea and Saint Lucia?
- 8 years are reported by both, from 1999 to 2015.
- How do Eritrea and Saint Lucia rank globally for teachers in post-secondary non-tertiary education, male?
- Eritrea ranks 35th and Saint Lucia ranks 37th 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/