Latvia vs Oman: 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
- Oman
How they compare
Latvia currently reports 6,075 number against 5,210 number in Oman, a difference of 865 number.
That makes Latvia's figure about 1.2 times Oman's.
Across all 7 years both countries report, Latvia has been ahead every year.
Latvia ranks 44th and Oman ranks 47th of 75 countries.
Latvia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Latvia | Oman | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 5,844 number | 2,890 number | 2,954 number | Latvia |
| 2010s | 5,700 number | 3,951 number | 1,748 number | Latvia |
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 Oman?
- Latvia, at 6,075 number against 5,210 number in Oman as of 2018.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, both sexes between Latvia and Oman?
- 865 number, with Latvia ahead.
- How many years of comparable data are there for Latvia and Oman?
- 7 years are reported by both, from 2007 to 2016.
- How do Latvia and Oman rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, both sexes?
- Latvia ranks 44th and Oman ranks 47th 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/