Bahrain vs Luxembourg: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Bahrain
- Luxembourg
How they compare
Bahrain currently reports 1,095 number against 857 number in Luxembourg, a difference of 238 number.
That makes Bahrain's figure about 1.3 times Luxembourg's.
The two have swapped places 1 time across 9 shared years of data; in 1973 it was Luxembourg ahead.
Bahrain ranks 124th and Luxembourg ranks 127th of 159 countries.
Across the 3 decades both report, Bahrain averaged higher in 1 and Luxembourg in 2.
Head to head by decade
| Decade | Bahrain | Luxembourg | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 43.75 number | 132.5 number | 88.75 number | Luxembourg |
| 1980s | 275 number | 325 number | 50 number | Luxembourg |
| 2010s | 1,350 number | 664.74 number | 685.01 number | Bahrain |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Bahrain or Luxembourg?
- Bahrain, at 1,095 number against 857 number in Luxembourg as of 2019.
- What is the difference in teachers in tertiary education programmes, male between Bahrain and Luxembourg?
- 238 number, with Bahrain ahead.
- How many years of comparable data are there for Bahrain and Luxembourg?
- 9 years are reported by both, from 1973 to 2018.
- How do Bahrain and Luxembourg rank globally for teachers in tertiary education programmes, male?
- Bahrain ranks 124th and Luxembourg ranks 127th 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/