Czechia vs Tajikistan, Republic of: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Czechia
- Tajikistan, Republic of
How they compare
Czechia currently reports 11,018 number against 9,986 number in Tajikistan, Republic of, a difference of 1,032 number.
That makes Czechia's figure about 1.1 times Tajikistan, Republic of's.
Across all 6 years both countries report, Czechia has been ahead every year.
Czechia ranks 61st and Tajikistan, Republic of ranks 63rd of 159 countries.
Czechia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Czechia | Tajikistan, Republic of | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 13,393 number | 6,358 number | 7,035 number | Czechia |
| 2010s | 11,251 number | 8,422 number | 2,829 number | Czechia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Czechia or Tajikistan, Republic of?
- Czechia, at 11,018 number against 9,986 number in Tajikistan, Republic of as of 2012.
- What is the difference in teachers in tertiary education programmes, male between Czechia and Tajikistan, Republic of?
- 1,032 number, with Czechia ahead.
- How many years of comparable data are there for Czechia and Tajikistan, Republic of?
- 6 years are reported by both, from 2000 to 2012.
- How do Czechia and Tajikistan, Republic of rank globally for teachers in tertiary education programmes, male?
- Czechia ranks 61st and Tajikistan, Republic of ranks 63rd 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/