Kazakhstan vs Romania: Teachers in tertiary education ISCED 6, 7 and 8 programmes, male
Teachers in tertiary education ISCED 6, 7 and 8 programmes, male over time
- Kazakhstan
- Romania
How they compare
Kazakhstan currently reports 13,361 number against 12,797 number in Romania, a difference of 564 number.
The two have swapped places 4 times across 6 shared years of data; in 1999 it was Romania ahead.
Kazakhstan ranks 16th and Romania ranks 17th of 68 countries.
Romania has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Kazakhstan | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 11,334 number | 16,427 number | 5,093 number | Romania |
| 2000s | 11,756 number | 16,234 number | 4,478 number | Romania |
| 2010s | 12,928 number | 13,348 number | 419.5 number | Romania |
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, Kazakhstan or Romania?
- Kazakhstan, at 13,361 number against 12,797 number in Romania as of 2019.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, male between Kazakhstan and Romania?
- 564 number, with Kazakhstan ahead.
- How many years of comparable data are there for Kazakhstan and Romania?
- 6 years are reported by both, from 1999 to 2018.
- How do Kazakhstan and Romania rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, male?
- Kazakhstan ranks 16th and Romania ranks 17th 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/