Belarus vs Bulgaria: Teachers in tertiary education ISCED 6, 7 and 8 programmes, both sexes
Teachers in tertiary education ISCED 6, 7 and 8 programmes, both sexes over time
- Belarus
- Bulgaria
How they compare
Bulgaria currently reports 21,914 number against 20,871 number in Belarus, a difference of 1,043 number.
The two have swapped places 2 times across 13 shared years of data; in 1999 it was Bulgaria ahead.
Belarus ranks 22nd and Bulgaria ranks 20th of 75 countries.
Across the 3 decades both report, Belarus averaged higher in 2 and Bulgaria in 1.
Head to head by decade
| Decade | Belarus | Bulgaria | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 21,176 number | 22,030 number | 854 number | Bulgaria |
| 2000s | 28,764 number | 19,480 number | 9,284 number | Belarus |
| 2010s | 24,006 number | 22,549 number | 1,457 number | Belarus |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 6, 7 and 8 programmes, both sexes, Belarus or Bulgaria?
- Bulgaria, at 21,914 number against 20,871 number in Belarus as of 2018.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, both sexes between Belarus and Bulgaria?
- 1,043 number, with Bulgaria ahead.
- How many years of comparable data are there for Belarus and Bulgaria?
- 13 years are reported by both, from 1999 to 2018.
- How do Belarus and Bulgaria rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, both sexes?
- Belarus ranks 22nd and Bulgaria ranks 20th of 75 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education ISCED 6, 7 and 8 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 tertiary education institutions (ISCED 6-8). 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/