France vs North America: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- France
- North America
How they compare
North America currently reports 886,820 number against 68,937 number in France, a difference of 817,883 number.
That makes North America's figure about 12.9 times France's.
Across all 12 years both countries report, North America has been ahead every year.
France ranks 19th and North America ranks 22nd of 159 countries.
North America has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | France | North America | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 83,426 number | 662,727 number | 579,301 number | North America |
| 2000s | 81,225 number | 735,024 number | 653,799 number | North America |
| 2010s | 70,800 number | 895,710 number | 824,910 number | North America |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, France or North America?
- North America, at 886,820 number against 68,937 number in France as of 2018.
- What is the difference in teachers in tertiary education programmes, male between France and North America?
- 817,883 number, with North America ahead.
- How many years of comparable data are there for France and North America?
- 12 years are reported by both, from 1993 to 2013.
- How do France and North America rank globally for teachers in tertiary education programmes, male?
- France ranks 19th and North America ranks 22nd 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/