Singapore vs Tajikistan: Teachers in tertiary education ISCED 6, 7 and 8 programmes, male
Teachers in tertiary education ISCED 6, 7 and 8 programmes, male over time
- Singapore
- Tajikistan
How they compare
Tajikistan currently reports 6,992 number against 6,601 number in Singapore, a difference of 391 number.
That makes Tajikistan's figure about 1.1 times Singapore's.
The two have swapped places 1 time across 7 shared years of data; in 2008 it was Singapore ahead.
Singapore ranks 29th and Tajikistan ranks 27th of 68 countries.
Singapore has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Singapore | Tajikistan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 6,319 number | 6,042 number | 276.5 number | Singapore |
| 2010s | 7,462 number | 6,577 number | 885.4 number | Singapore |
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, Singapore or Tajikistan?
- Tajikistan, at 6,992 number against 6,601 number in Singapore as of 2017.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, male between Singapore and Tajikistan?
- 391 number, with Tajikistan ahead.
- How many years of comparable data are there for Singapore and Tajikistan?
- 7 years are reported by both, from 2008 to 2017.
- How do Singapore and Tajikistan rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, male?
- Singapore ranks 29th and Tajikistan ranks 27th 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/