IDA total vs Nigeria: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- IDA total
- Nigeria
How they compare
IDA total currently reports 471,035 number against 48,578 number in Nigeria, a difference of 422,457 number.
That makes IDA total's figure about 9.7 times Nigeria's.
Across all 5 years both countries report, IDA total has been ahead every year.
IDA total ranks 28th and Nigeria ranks 25th of 45 groups.
IDA total has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | IDA total | Nigeria | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 111,059 number | 15,684 number | 95,375 number | IDA total |
| 1990s | 168,801 number | 35,926 number | 132,875 number | IDA total |
| 2000s | 222,802 number | 30,684 number | 192,118 number | IDA total |
| 2010s | 388,920 number | 49,322 number | 339,597 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 Nigeria?
- IDA total, at 471,035 number against 48,578 number in Nigeria as of 2019.
- What is the difference in teachers in tertiary education programmes, male between IDA total and Nigeria?
- 422,457 number, with IDA total ahead.
- How many years of comparable data are there for IDA total and Nigeria?
- 5 years are reported by both, from 1986 to 2011.
- How do IDA total and Nigeria rank globally for teachers in tertiary education programmes, male?
- IDA total ranks 28th and Nigeria ranks 25th 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/