Bulgaria vs Cyprus: Teachers in tertiary education ISCED 5 programmes, both sexes
Teachers in tertiary education ISCED 5 programmes, both sexes over time
- Bulgaria
- Cyprus
How they compare
Bulgaria currently reports 1,079 number against 642 number in Cyprus, a difference of 437 number.
That makes Bulgaria's figure about 1.7 times Cyprus's.
Across all 6 years both countries report, Bulgaria has been ahead every year.
Bulgaria ranks 34th and Cyprus ranks 37th of 65 countries.
Bulgaria has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bulgaria | Cyprus | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2,414 number | 909 number | 1,505 number | Bulgaria |
| 2000s | 2,135 number | 1,087 number | 1,048 number | Bulgaria |
| 2010s | 1,079 number | 963 number | 116 number | Bulgaria |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, both sexes, Bulgaria or Cyprus?
- Bulgaria, at 1,079 number against 642 number in Cyprus as of 2012.
- What is the difference in teachers in tertiary education isced 5 programmes, both sexes between Bulgaria and Cyprus?
- 437 number, with Bulgaria ahead.
- How many years of comparable data are there for Bulgaria and Cyprus?
- 6 years are reported by both, from 1999 to 2012.
- How do Bulgaria and Cyprus rank globally for teachers in tertiary education isced 5 programmes, both sexes?
- Bulgaria ranks 34th and Cyprus ranks 37th 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.