Bulgaria vs Mozambique: Teachers in tertiary education ISCED 6, 7 and 8 programmes, male
Teachers in tertiary education ISCED 6, 7 and 8 programmes, male over time
- Bulgaria
- Mozambique
How they compare
Bulgaria currently reports 11,056 number against 10,099 number in Mozambique, a difference of 957 number.
That makes Bulgaria's figure about 1.1 times Mozambique's.
Across all 11 years both countries report, Bulgaria has been ahead every year.
Bulgaria ranks 20th and Mozambique ranks 21st of 68 countries.
Bulgaria has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Bulgaria | Mozambique | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 10,606 number | 2,329 number | 8,278 number | Bulgaria |
| 2010s | 11,195 number | 7,748 number | 3,447 number | Bulgaria |
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, Bulgaria or Mozambique?
- Bulgaria, at 11,056 number against 10,099 number in Mozambique as of 2018.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, male between Bulgaria and Mozambique?
- 957 number, with Bulgaria ahead.
- How many years of comparable data are there for Bulgaria and Mozambique?
- 11 years are reported by both, from 2004 to 2018.
- How do Bulgaria and Mozambique rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, male?
- Bulgaria ranks 20th and Mozambique ranks 21st 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/