IDA total vs Netherlands: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- IDA total
- Netherlands
How they compare
IDA total currently reports 471,035 number against 37,754 number in Netherlands, a difference of 433,281 number.
That makes IDA total's figure about 12.5 times Netherlands's.
Across all 19 years both countries report, IDA total has been ahead every year.
IDA total ranks 28th and Netherlands ranks 28th of 45 groups.
IDA total has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | IDA total | Netherlands | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 137,562 number | 32,334 number | 105,228 number | IDA total |
| 2000s | 233,085 number | 29,213 number | 203,873 number | IDA total |
| 2010s | 437,865 number | 35,385 number | 402,480 number | IDA total |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, IDA total or Netherlands?
- IDA total, at 471,035 number against 37,754 number in Netherlands as of 2019.
- What is the difference in teachers in tertiary education programmes, male between IDA total and Netherlands?
- 433,281 number, with IDA total ahead.
- How many years of comparable data are there for IDA total and Netherlands?
- 19 years are reported by both, from 1992 to 2018.
- How do IDA total and Netherlands rank globally for teachers in tertiary education programmes, male?
- IDA total ranks 28th and Netherlands ranks 28th 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/