Azerbaijan vs Tajikistan: Teachers in tertiary education ISCED 5 programmes, both sexes
Teachers in tertiary education ISCED 5 programmes, both sexes over time
- Azerbaijan
- Tajikistan
How they compare
Azerbaijan currently reports 5,735 number against 5,210 number in Tajikistan, a difference of 525 number.
That makes Azerbaijan's figure about 1.1 times Tajikistan's.
Across all 12 years both countries report, Azerbaijan has been ahead every year.
Azerbaijan ranks 18th and Tajikistan ranks 21st of 65 countries.
Azerbaijan has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Azerbaijan | Tajikistan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 8,278 number | 2,676 number | 5,602 number | Azerbaijan |
| 2010s | 7,017 number | 3,808 number | 3,209 number | Azerbaijan |
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 Tajikistan?
- Azerbaijan, at 5,735 number against 5,210 number in Tajikistan as of 2019.
- What is the difference in teachers in tertiary education isced 5 programmes, both sexes between Azerbaijan and Tajikistan?
- 525 number, with Azerbaijan ahead.
- How many years of comparable data are there for Azerbaijan and Tajikistan?
- 12 years are reported by both, from 2006 to 2017.
- How do Azerbaijan and Tajikistan rank globally for teachers in tertiary education isced 5 programmes, both sexes?
- Azerbaijan ranks 18th 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.