Belarus vs Greece: 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
- Greece
How they compare
Belarus currently reports 20,871 number against 17,288 number in Greece, a difference of 3,583 number.
That makes Belarus's figure about 1.2 times Greece's.
Across all 13 years both countries report, Belarus has been ahead every year.
Belarus ranks 22nd and Greece ranks 25th of 75 countries.
Belarus has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Belarus | Greece | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 21,176 number | 9,860 number | 11,316 number | Belarus |
| 2000s | 28,764 number | 12,925 number | 15,839 number | Belarus |
| 2010s | 24,006 number | 18,003 number | 6,003 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 Greece?
- Belarus, at 20,871 number against 17,288 number in Greece as of 2018.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, both sexes between Belarus and Greece?
- 3,583 number, with Belarus ahead.
- How many years of comparable data are there for Belarus and Greece?
- 13 years are reported by both, from 1999 to 2018.
- How do Belarus and Greece rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, both sexes?
- Belarus ranks 22nd and Greece ranks 25th 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/