Hong Kong, China vs Niger: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Hong Kong, China
- Niger
How they compare
Niger currently reports 4,945 number against 4,848 number in Hong Kong, China, a difference of 97 number.
Across all 12 years both countries report, Hong Kong, China has been ahead every year.
Hong Kong, China ranks 96th and Niger ranks 95th of 159 countries.
Hong Kong, China has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Hong Kong, China | Niger | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 2,333 number | 45.29 number | 2,288 number | Hong Kong, China |
| 1980s | 4,557 number | 232.5 number | 4,324 number | Hong Kong, China |
| 1990s | 4,497 number | 206 number | 4,291 number | Hong Kong, China |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Hong Kong, China or Niger?
- Niger, at 4,945 number against 4,848 number in Hong Kong, China as of 2019.
- What is the difference in teachers in tertiary education programmes, male between Hong Kong, China and Niger?
- 97 number, with Niger ahead.
- How many years of comparable data are there for Hong Kong, China and Niger?
- 12 years are reported by both, from 1971 to 1992.
- How do Hong Kong, China and Niger rank globally for teachers in tertiary education programmes, male?
- Hong Kong, China ranks 96th and Niger ranks 95th 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/