Latvia vs Mongolia: 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
- Latvia
- Mongolia
How they compare
Mongolia currently reports 8,425 number against 6,075 number in Latvia, a difference of 2,350 number.
That makes Mongolia's figure about 1.4 times Latvia's.
Across all 8 years both countries report, Mongolia has been ahead every year.
Latvia ranks 44th and Mongolia ranks 42nd of 75 countries.
Mongolia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Latvia | Mongolia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 5,085 number | 5,211 number | 126 number | Mongolia |
| 2000s | 5,009 number | 6,554 number | 1,546 number | Mongolia |
| 2010s | 5,564 number | 8,350 number | 2,786 number | Mongolia |
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, Latvia or Mongolia?
- Mongolia, at 8,425 number against 6,075 number in Latvia as of 2012.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, both sexes between Latvia and Mongolia?
- 2,350 number, with Mongolia ahead.
- How many years of comparable data are there for Latvia and Mongolia?
- 8 years are reported by both, from 1999 to 2011.
- How do Latvia and Mongolia rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, both sexes?
- Latvia ranks 44th and Mongolia ranks 42nd 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/