Cyprus vs Latvia: Teachers in tertiary education ISCED 5 programmes, both sexes
Teachers in tertiary education ISCED 5 programmes, both sexes over time
- Cyprus
- Latvia
How they compare
Latvia currently reports 1,075 number against 642 number in Cyprus, a difference of 433 number.
That makes Latvia's figure about 1.7 times Cyprus's.
The two have swapped places 1 time across 10 shared years of data; in 1999 it was Cyprus ahead.
Cyprus ranks 37th and Latvia ranks 35th of 65 countries.
Across the 3 decades both report, Cyprus averaged higher in 2 and Latvia in 1.
Head to head by decade
| Decade | Cyprus | Latvia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 909 number | 504 number | 405 number | Cyprus |
| 2000s | 1,155 number | 817 number | 338 number | Cyprus |
| 2010s | 558 number | 1,041 number | 483.33 number | Latvia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, both sexes, Cyprus or Latvia?
- Latvia, at 1,075 number against 642 number in Cyprus as of 2018.
- What is the difference in teachers in tertiary education isced 5 programmes, both sexes between Cyprus and Latvia?
- 433 number, with Latvia ahead.
- How many years of comparable data are there for Cyprus and Latvia?
- 10 years are reported by both, from 1999 to 2018.
- How do Cyprus and Latvia rank globally for teachers in tertiary education isced 5 programmes, both sexes?
- Cyprus ranks 37th and Latvia ranks 35th 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.