IDA only vs Morocco: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- IDA only
- Morocco
How they compare
IDA only currently reports 328,916 number against 26,021 number in Morocco, a difference of 302,895 number.
That makes IDA only's figure about 12.6 times Morocco's.
Across all 18 years both countries report, IDA only has been ahead every year.
IDA only ranks 31st and Morocco ranks 32nd of 45 groups.
IDA only has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | IDA only | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 41,070 number | 1,611 number | 39,459 number | IDA only |
| 1990s | 98,445 number | 12,584 number | 85,861 number | IDA only |
| 2000s | 154,929 number | 14,668 number | 140,261 number | IDA only |
| 2010s | 320,755 number | 25,907 number | 294,848 number | IDA only |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, IDA only or Morocco?
- IDA only, at 328,916 number against 26,021 number in Morocco as of 2019.
- What is the difference in teachers in tertiary education programmes, male between IDA only and Morocco?
- 302,895 number, with IDA only ahead.
- How many years of comparable data are there for IDA only and Morocco?
- 18 years are reported by both, from 1974 to 2019.
- How do IDA only and Morocco rank globally for teachers in tertiary education programmes, male?
- IDA only ranks 31st and Morocco ranks 32nd of 45 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/