Kyrgyzstan vs Slovenia: Teachers in tertiary education ISCED 6, 7 and 8 programmes, male
Teachers in tertiary education ISCED 6, 7 and 8 programmes, male over time
- Kyrgyzstan
- Slovenia
How they compare
Kyrgyzstan currently reports 4,592 number against 3,358 number in Slovenia, a difference of 1,234 number.
That makes Kyrgyzstan's figure about 1.4 times Slovenia's.
Across all 7 years both countries report, Kyrgyzstan has been ahead every year.
Kyrgyzstan ranks 37th and Slovenia ranks 40th of 68 countries.
Kyrgyzstan has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Kyrgyzstan | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 5,225 number | 1,930 number | 3,295 number | Kyrgyzstan |
| 2000s | 6,287 number | 2,057 number | 4,230 number | Kyrgyzstan |
| 2010s | 5,804 number | 3,479 number | 2,325 number | Kyrgyzstan |
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, Kyrgyzstan or Slovenia?
- Kyrgyzstan, at 4,592 number against 3,358 number in Slovenia as of 2019.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, male between Kyrgyzstan and Slovenia?
- 1,234 number, with Kyrgyzstan ahead.
- How many years of comparable data are there for Kyrgyzstan and Slovenia?
- 7 years are reported by both, from 1999 to 2018.
- How do Kyrgyzstan and Slovenia rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, male?
- Kyrgyzstan ranks 37th and Slovenia ranks 40th 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/