Armenia vs Tajikistan: Teachers in tertiary education ISCED 5 programmes, both sexes
Teachers in tertiary education ISCED 5 programmes, both sexes over time
- Armenia
- Tajikistan
How they compare
Tajikistan currently reports 5,210 number against 4,175 number in Armenia, a difference of 1,035 number.
That makes Tajikistan's figure about 1.2 times Armenia's.
The two have swapped places 3 times across 17 shared years of data; in 2001 it was Armenia ahead.
Armenia ranks 24th and Tajikistan ranks 21st of 65 countries.
Armenia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Armenia | Tajikistan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 4,312 number | 2,645 number | 1,667 number | Armenia |
| 2010s | 3,905 number | 3,808 number | 97 number | Armenia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, both sexes, Armenia or Tajikistan?
- Tajikistan, at 5,210 number against 4,175 number in Armenia as of 2017.
- What is the difference in teachers in tertiary education isced 5 programmes, both sexes between Armenia and Tajikistan?
- 1,035 number, with Tajikistan ahead.
- How many years of comparable data are there for Armenia and Tajikistan?
- 17 years are reported by both, from 2001 to 2017.
- How do Armenia and Tajikistan rank globally for teachers in tertiary education isced 5 programmes, both sexes?
- Armenia ranks 24th and Tajikistan ranks 21st of 65 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education ISCED 5 programmes, 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 short-cycle tertiary education institutions (ISCED 5). 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.