Bahrain vs El Salvador: Teachers in tertiary education ISCED 5 programmes, both sexes
Teachers in tertiary education ISCED 5 programmes, both sexes over time
- Bahrain
- El Salvador
How they compare
Bahrain currently reports 210 number against 187 number in El Salvador, a difference of 23 number.
That makes Bahrain's figure about 1.1 times El Salvador's.
The two have swapped places 1 time across 5 shared years of data; in 2003 it was El Salvador ahead.
Bahrain ranks 51st and El Salvador ranks 53rd of 65 countries.
Across the 2 decades both report, Bahrain averaged higher in 1 and El Salvador in 1.
Head to head by decade
| Decade | Bahrain | El Salvador | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 0 number | 324 number | 324 number | El Salvador |
| 2010s | 353.25 number | 180.25 number | 173 number | Bahrain |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, both sexes, Bahrain or El Salvador?
- Bahrain, at 210 number against 187 number in El Salvador as of 2019.
- What is the difference in teachers in tertiary education isced 5 programmes, both sexes between Bahrain and El Salvador?
- 23 number, with Bahrain ahead.
- How many years of comparable data are there for Bahrain and El Salvador?
- 5 years are reported by both, from 2003 to 2018.
- How do Bahrain and El Salvador rank globally for teachers in tertiary education isced 5 programmes, both sexes?
- Bahrain ranks 51st and El Salvador ranks 53rd 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.