Argentina vs South Korea: Teachers in tertiary education ISCED 5 programmes, male
Teachers in tertiary education ISCED 5 programmes, male over time
- Argentina
- South Korea
How they compare
South Korea currently reports 24,160 number against 15,641 number in Argentina, a difference of 8,519 number.
That makes South Korea's figure about 1.5 times Argentina's.
Across all 5 years both countries report, South Korea has been ahead every year.
Argentina ranks 3rd and South Korea ranks 1st of 57 countries.
South Korea has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Argentina | South Korea | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 12,632 number | 28,226 number | 15,594 number | South Korea |
| 2000s | 13,398 number | 37,934 number | 24,536 number | South Korea |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, male, Argentina or South Korea?
- South Korea, at 24,160 number against 15,641 number in Argentina as of 2018.
- What is the difference in teachers in tertiary education isced 5 programmes, male between Argentina and South Korea?
- 8,519 number, with South Korea ahead.
- How many years of comparable data are there for Argentina and South Korea?
- 5 years are reported by both, from 1998 to 2006.
- How do Argentina and South Korea rank globally for teachers in tertiary education isced 5 programmes, male?
- Argentina ranks 3rd and South Korea ranks 1st 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
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/