Belarus vs Georgia: Teachers in tertiary education ISCED 6, 7 and 8 programmes, male
Teachers in tertiary education ISCED 6, 7 and 8 programmes, male over time
- Belarus
- Georgia
How they compare
Belarus currently reports 9,406 number against 7,588 number in Georgia, a difference of 1,818 number.
That makes Belarus's figure about 1.2 times Georgia's.
The two have swapped places 1 time across 9 shared years of data; in 1999 it was Georgia ahead.
Belarus ranks 22nd and Georgia ranks 25th of 68 countries.
Across the 2 decades both report, Belarus averaged higher in 1 and Georgia in 1.
Head to head by decade
| Decade | Belarus | Georgia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 12,009 number | 13,553 number | 1,544 number | Georgia |
| 2000s | 15,224 number | 12,927 number | 2,297 number | Belarus |
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, male, Belarus or Georgia?
- Belarus, at 9,406 number against 7,588 number in Georgia as of 2018.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, male between Belarus and Georgia?
- 1,818 number, with Belarus ahead.
- How many years of comparable data are there for Belarus and Georgia?
- 9 years are reported by both, from 1999 to 2007.
- How do Belarus and Georgia rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, male?
- Belarus ranks 22nd and Georgia ranks 25th of 68 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education ISCED 6, 7 and 8 programmes, male (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of male teachers in public and private short-cycle 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/