Ethiopia vs Portugal: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Ethiopia
- Portugal
How they compare
Ethiopia currently reports 21,411 number against 18,907 number in Portugal, a difference of 2,504 number.
That makes Ethiopia's figure about 1.1 times Portugal's.
The two have swapped places 1 time across 13 shared years of data; in 1971 it was Portugal ahead.
Ethiopia ranks 37th and Portugal ranks 39th of 159 countries.
Across the 4 decades both report, Ethiopia averaged higher in 1 and Portugal in 3.
Head to head by decade
| Decade | Ethiopia | Portugal | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 479.5 number | 2,520 number | 2,041 number | Portugal |
| 1980s | 1,183 number | 8,029 number | 6,846 number | Portugal |
| 2000s | 5,263 number | 20,986 number | 15,722 number | Portugal |
| 2010s | 21,411 number | 18,783 number | 2,628 number | Ethiopia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Ethiopia or Portugal?
- Ethiopia, at 21,411 number against 18,907 number in Portugal as of 2014.
- What is the difference in teachers in tertiary education programmes, male between Ethiopia and Portugal?
- 2,504 number, with Ethiopia ahead.
- How many years of comparable data are there for Ethiopia and Portugal?
- 13 years are reported by both, from 1971 to 2014.
- How do Ethiopia and Portugal rank globally for teachers in tertiary education programmes, male?
- Ethiopia ranks 37th and Portugal ranks 39th 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/