Mongolia vs Singapore: 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
- Mongolia
- Singapore
How they compare
Singapore currently reports 10,008 number against 8,425 number in Mongolia, a difference of 1,583 number.
That makes Singapore's figure about 1.2 times Mongolia's.
Across all 5 years both countries report, Singapore has been ahead every year.
Mongolia ranks 42nd and Singapore ranks 41st of 75 countries.
Singapore has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Mongolia | Singapore | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 8,192 number | 8,952 number | 760 number | Singapore |
| 2010s | 8,375 number | 11,856 number | 3,482 number | Singapore |
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, Mongolia or Singapore?
- Singapore, at 10,008 number against 8,425 number in Mongolia as of 2018.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, both sexes between Mongolia and Singapore?
- 1,583 number, with Singapore ahead.
- How many years of comparable data are there for Mongolia and Singapore?
- 5 years are reported by both, from 2008 to 2012.
- How do Mongolia and Singapore rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, both sexes?
- Mongolia ranks 42nd and Singapore ranks 41st 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/