Bulgaria vs Myanmar: 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
- Bulgaria
- Myanmar
How they compare
Bulgaria currently reports 21,914 number against 20,757 number in Myanmar, a difference of 1,157 number.
That makes Bulgaria's figure about 1.1 times Myanmar's.
The two have swapped places 2 times across 5 shared years of data; in 2000 it was Bulgaria ahead.
Bulgaria ranks 20th and Myanmar ranks 23rd of 75 countries.
Across the 2 decades both report, Bulgaria averaged higher in 1 and Myanmar in 1.
Head to head by decade
| Decade | Bulgaria | Myanmar | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 20,946 number | 10,268 number | 10,678 number | Bulgaria |
| 2010s | 21,042 number | 21,138 number | 96.67 number | Myanmar |
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, Bulgaria or Myanmar?
- Bulgaria, at 21,914 number against 20,757 number in Myanmar as of 2018.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, both sexes between Bulgaria and Myanmar?
- 1,157 number, with Bulgaria ahead.
- How many years of comparable data are there for Bulgaria and Myanmar?
- 5 years are reported by both, from 2000 to 2018.
- How do Bulgaria and Myanmar rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, both sexes?
- Bulgaria ranks 20th and Myanmar ranks 23rd 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/