Azerbaijan vs Kazakhstan: Teachers in tertiary education ISCED 5 programmes, both sexes
Teachers in tertiary education ISCED 5 programmes, both sexes over time
- Azerbaijan
- Kazakhstan
How they compare
Kazakhstan currently reports 7,179 number against 5,735 number in Azerbaijan, a difference of 1,444 number.
That makes Kazakhstan's figure about 1.3 times Azerbaijan's.
The two have swapped places 1 time across 10 shared years of data; in 2006 it was Azerbaijan ahead.
Azerbaijan ranks 18th and Kazakhstan ranks 16th of 65 countries.
Across the 2 decades both report, Azerbaijan averaged higher in 1 and Kazakhstan in 1.
Head to head by decade
| Decade | Azerbaijan | Kazakhstan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 8,172 number | 6,527 number | 1,645 number | Azerbaijan |
| 2010s | 6,826 number | 9,574 number | 2,749 number | Kazakhstan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, both sexes, Azerbaijan or Kazakhstan?
- Kazakhstan, at 7,179 number against 5,735 number in Azerbaijan as of 2019.
- What is the difference in teachers in tertiary education isced 5 programmes, both sexes between Azerbaijan and Kazakhstan?
- 1,444 number, with Kazakhstan ahead.
- How many years of comparable data are there for Azerbaijan and Kazakhstan?
- 10 years are reported by both, from 2006 to 2019.
- How do Azerbaijan and Kazakhstan rank globally for teachers in tertiary education isced 5 programmes, both sexes?
- Azerbaijan ranks 18th and Kazakhstan ranks 16th 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.