Belarus vs Palestine: Teachers in tertiary education ISCED 5 programmes, male
Teachers in tertiary education ISCED 5 programmes, male over time
- Belarus
- Palestine
How they compare
Belarus currently reports 1,652 number against 1,167 number in Palestine, a difference of 485 number.
That makes Belarus's figure about 1.4 times Palestine's.
Across all 10 years both countries report, Belarus has been ahead every year.
Belarus ranks 18th and Palestine ranks 21st of 57 countries.
Belarus has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Belarus | Palestine | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2,866 number | 332 number | 2,534 number | Belarus |
| 2000s | 3,810 number | 359.25 number | 3,451 number | Belarus |
| 2010s | 2,039 number | 863.4 number | 1,176 number | Belarus |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, male, Belarus or Palestine?
- Belarus, at 1,652 number against 1,167 number in Palestine as of 2018.
- What is the difference in teachers in tertiary education isced 5 programmes, male between Belarus and Palestine?
- 485 number, with Belarus ahead.
- How many years of comparable data are there for Belarus and Palestine?
- 10 years are reported by both, from 1999 to 2018.
- How do Belarus and Palestine rank globally for teachers in tertiary education isced 5 programmes, male?
- Belarus ranks 18th and Palestine ranks 21st 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/