Andorra vs Germany: Teachers in tertiary education ISCED 5 programmes, male

Andorra
13 number
in 2019
Germany
21.25 number
in 2018
Andorra rank
56th
Germany rank
53rd

Teachers in tertiary education ISCED 5 programmes, male over time

  • Andorra
  • Germany
1020304050200220102019

How they compare

Germany currently reports 21.25 number against 13 number in Andorra, a difference of 8.25 number.

That makes Germany's figure about 1.6 times Andorra's.

Across all 6 years both countries report, Germany has been ahead every year.

Andorra ranks 56th and Germany ranks 53rd of 57 countries.

Germany has averaged higher in every one of the 1 decades both report.

Frequently asked questions

Which has higher teachers in tertiary education isced 5 programmes, male, Andorra or Germany?
Germany, at 21.25 number against 13 number in Andorra as of 2018.
What is the difference in teachers in tertiary education isced 5 programmes, male between Andorra and Germany?
8.25 number, with Germany ahead.
How many years of comparable data are there for Andorra and Germany?
6 years are reported by both, from 2013 to 2018.
How do Andorra and Germany rank globally for teachers in tertiary education isced 5 programmes, male?
Andorra ranks 56th and Germany ranks 53rd of 57 countries.
Where does this data come from?
UNESCO Institute for Statistics, published as Teachers in tertiary education ISCED 5 programmes, male (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.

Individual pages

About this data

Indicator
Teachers in tertiary education ISCED 5 programmes, male (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
57 places, 578 data points, 1998–2019
Last refreshed

Total number of male 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/