Brazil vs Lesotho: Teachers in tertiary education ISCED 5 programmes, male

Brazil
205 number
in 2018
Lesotho
244 number
in 2018
Brazil rank
37th
Lesotho rank
35th

Teachers in tertiary education ISCED 5 programmes, male over time

  • Brazil
  • Lesotho
0200400600199920082018

How they compare

Lesotho currently reports 244 number against 205 number in Brazil, a difference of 39 number.

That makes Lesotho's figure about 1.2 times Brazil's.

The two have swapped places 1 time across 5 shared years of data; in 2013 it was Brazil ahead.

Brazil ranks 37th and Lesotho ranks 35th of 57 countries.

Brazil 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, Brazil or Lesotho?
Lesotho, at 244 number against 205 number in Brazil as of 2018.
What is the difference in teachers in tertiary education isced 5 programmes, male between Brazil and Lesotho?
39 number, with Lesotho ahead.
How many years of comparable data are there for Brazil and Lesotho?
5 years are reported by both, from 2013 to 2018.
How do Brazil and Lesotho rank globally for teachers in tertiary education isced 5 programmes, male?
Brazil ranks 37th and Lesotho ranks 35th 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/