Latvia 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
- Latvia
- Slovenia
How they compare
Slovenia currently reports 3,358 number against 2,799 number in Latvia, a difference of 559 number.
That makes Slovenia's figure about 1.2 times Latvia's.
The two have swapped places 1 time across 7 shared years of data; in 1999 it was Latvia ahead.
Latvia ranks 43rd and Slovenia ranks 40th of 68 countries.
Across the 3 decades both report, Latvia averaged higher in 2 and Slovenia in 1.
Head to head by decade
| Decade | Latvia | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2,502 number | 1,930 number | 572 number | Latvia |
| 2000s | 2,280 number | 2,057 number | 223 number | Latvia |
| 2010s | 2,687 number | 3,479 number | 791.8 number | Slovenia |
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, Latvia or Slovenia?
- Slovenia, at 3,358 number against 2,799 number in Latvia as of 2018.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, male between Latvia and Slovenia?
- 559 number, with Slovenia ahead.
- How many years of comparable data are there for Latvia and Slovenia?
- 7 years are reported by both, from 1999 to 2018.
- How do Latvia and Slovenia rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, male?
- Latvia ranks 43rd 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/