Bosnia and Herzegovina vs Cameroon: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Bosnia and Herzegovina
- Cameroon
How they compare
Cameroon currently reports 5,794 number against 5,566 number in Bosnia and Herzegovina, a difference of 228 number.
The two have swapped places 1 time across 7 shared years of data; in 2008 it was Bosnia and Herzegovina ahead.
Bosnia and Herzegovina ranks 90th and Cameroon ranks 89th of 159 countries.
Bosnia and Herzegovina has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Bosnia and Herzegovina | Cameroon | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 3,224 number | 3,149 number | 75 number | Bosnia and Herzegovina |
| 2010s | 5,349 number | 4,572 number | 777.17 number | Bosnia and Herzegovina |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Bosnia and Herzegovina or Cameroon?
- Cameroon, at 5,794 number against 5,566 number in Bosnia and Herzegovina as of 2018.
- What is the difference in teachers in tertiary education programmes, male between Bosnia and Herzegovina and Cameroon?
- 228 number, with Cameroon ahead.
- How many years of comparable data are there for Bosnia and Herzegovina and Cameroon?
- 7 years are reported by both, from 2008 to 2018.
- How do Bosnia and Herzegovina and Cameroon rank globally for teachers in tertiary education programmes, male?
- Bosnia and Herzegovina ranks 90th and Cameroon ranks 89th 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/