Guyana vs Mauritania: 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
- Guyana
- Mauritania
How they compare
Mauritania currently reports 337 number against 209 number in Guyana, a difference of 128 number.
That makes Mauritania's figure about 1.6 times Guyana's.
Across all 8 years both countries report, Mauritania has been ahead every year.
Guyana ranks 68th and Mauritania ranks 66th of 75 countries.
Mauritania has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Guyana | Mauritania | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 241.2 number | 317.6 number | 76.4 number | Mauritania |
| 2010s | 187.67 number | 330.67 number | 143 number | Mauritania |
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, Guyana or Mauritania?
- Mauritania, at 337 number against 209 number in Guyana as of 2012.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, both sexes between Guyana and Mauritania?
- 128 number, with Mauritania ahead.
- How many years of comparable data are there for Guyana and Mauritania?
- 8 years are reported by both, from 2004 to 2012.
- How do Guyana and Mauritania rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, both sexes?
- Guyana ranks 68th and Mauritania ranks 66th 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/