Finland vs New Zealand: Teachers in post-secondary non-tertiary education, male
Teachers in post-secondary non-tertiary education, male over time
- Finland
- New Zealand
How they compare
New Zealand currently reports 822.65 number against 523 number in Finland, a difference of 299.65 number.
That makes New Zealand's figure about 1.6 times Finland's.
Across all 9 years both countries report, New Zealand has been ahead every year.
Finland ranks 24th and New Zealand ranks 22nd of 65 countries.
New Zealand has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Finland | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 0 number | 481 number | 481 number | New Zealand |
| 2000s | 0 number | 950 number | 950 number | New Zealand |
| 2010s | 589.4 number | 848.77 number | 259.37 number | New Zealand |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in post-secondary non-tertiary education, male, Finland or New Zealand?
- New Zealand, at 822.65 number against 523 number in Finland as of 2018.
- What is the difference in teachers in post-secondary non-tertiary education, male between Finland and New Zealand?
- 299.65 number, with New Zealand ahead.
- How many years of comparable data are there for Finland and New Zealand?
- 9 years are reported by both, from 1999 to 2018.
- How do Finland and New Zealand rank globally for teachers in post-secondary non-tertiary education, male?
- Finland ranks 24th and New Zealand ranks 22nd 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/