Angola vs Slovak Republic: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Angola
- Slovak Republic
How they compare
Angola currently reports 6,525 number against 6,511 number in Slovak Republic, a difference of 14 number.
Across all 5 years both countries report, Slovak Republic has been ahead every year.
Angola ranks 79th and Slovak Republic ranks 81st of 159 countries.
Slovak Republic has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Angola | Slovak Republic | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 634 number | 6,831 number | 6,197 number | Slovak Republic |
| 2000s | 838.5 number | 7,562 number | 6,723 number | Slovak Republic |
| 2010s | 5,699 number | 7,150 number | 1,452 number | Slovak Republic |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Angola or Slovak Republic?
- Angola, at 6,525 number against 6,511 number in Slovak Republic as of 2015.
- What is the difference in teachers in tertiary education programmes, male between Angola and Slovak Republic?
- 14 number, with Angola ahead.
- How many years of comparable data are there for Angola and Slovak Republic?
- 5 years are reported by both, from 1999 to 2015.
- How do Angola and Slovak Republic rank globally for teachers in tertiary education programmes, male?
- Angola ranks 79th and Slovak Republic ranks 81st of 159 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education 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 tertiary education institutions (ISCED 5-8). 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/