Kyrgyzstan vs Morocco: Teachers in tertiary education ISCED 5 programmes, both sexes
Teachers in tertiary education ISCED 5 programmes, both sexes over time
- Kyrgyzstan
- Morocco
How they compare
Morocco currently reports 12,020 number against 7,179 number in Kyrgyzstan, a difference of 4,841 number.
That makes Morocco's figure about 1.7 times Kyrgyzstan's.
The two have swapped places 1 time across 7 shared years of data; in 2008 it was Kyrgyzstan ahead.
Kyrgyzstan ranks 16th and Morocco ranks 13th of 65 countries.
Across the 2 decades both report, Kyrgyzstan averaged higher in 1 and Morocco in 1.
Head to head by decade
| Decade | Kyrgyzstan | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 3,740 number | 1,793 number | 1,947 number | Kyrgyzstan |
| 2010s | 7,275 number | 11,857 number | 4,582 number | Morocco |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, both sexes, Kyrgyzstan or Morocco?
- Morocco, at 12,020 number against 7,179 number in Kyrgyzstan as of 2019.
- What is the difference in teachers in tertiary education isced 5 programmes, both sexes between Kyrgyzstan and Morocco?
- 4,841 number, with Morocco ahead.
- How many years of comparable data are there for Kyrgyzstan and Morocco?
- 7 years are reported by both, from 2008 to 2019.
- How do Kyrgyzstan and Morocco rank globally for teachers in tertiary education isced 5 programmes, both sexes?
- Kyrgyzstan ranks 16th and Morocco ranks 13th 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.