IDA blend vs Portugal: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- IDA blend
- Portugal
How they compare
IDA blend currently reports 123,920 number against 18,907 number in Portugal, a difference of 105,013 number.
That makes IDA blend's figure about 6.6 times Portugal's.
Across all 19 years both countries report, IDA blend has been ahead every year.
IDA blend ranks 39th and Portugal ranks 39th of 44 groups.
IDA blend has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | IDA blend | Portugal | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 13,087 number | 2,312 number | 10,775 number | IDA blend |
| 1980s | 37,635 number | 7,841 number | 29,793 number | IDA blend |
| 2000s | 86,402 number | 20,840 number | 65,562 number | IDA blend |
| 2010s | 140,277 number | 19,633 number | 120,645 number | IDA blend |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, IDA blend or Portugal?
- IDA blend, at 123,920 number against 18,907 number in Portugal as of 2016.
- What is the difference in teachers in tertiary education programmes, male between IDA blend and Portugal?
- 105,013 number, with IDA blend ahead.
- How many years of comparable data are there for IDA blend and Portugal?
- 19 years are reported by both, from 1971 to 2016.
- How do IDA blend and Portugal rank globally for teachers in tertiary education programmes, male?
- IDA blend ranks 39th and Portugal ranks 39th of 44 groups.
- 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/