Latvia vs Mongolia: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Latvia
- Mongolia
How they compare
Latvia currently reports 3,147 number against 2,727 number in Mongolia, a difference of 420 number.
That makes Latvia's figure about 1.2 times Mongolia's.
The two have swapped places 2 times across 20 shared years of data; in 1996 it was Latvia ahead.
Latvia ranks 105th and Mongolia ranks 107th of 159 countries.
Mongolia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Latvia | Mongolia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2,118 number | 2,255 number | 137 number | Mongolia |
| 2000s | 2,669 number | 3,429 number | 760.5 number | Mongolia |
| 2010s | 2,936 number | 3,491 number | 555.12 number | Mongolia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Latvia or Mongolia?
- Latvia, at 3,147 number against 2,727 number in Mongolia as of 2018.
- What is the difference in teachers in tertiary education programmes, male between Latvia and Mongolia?
- 420 number, with Latvia ahead.
- How many years of comparable data are there for Latvia and Mongolia?
- 20 years are reported by both, from 1996 to 2018.
- How do Latvia and Mongolia rank globally for teachers in tertiary education programmes, male?
- Latvia ranks 105th and Mongolia ranks 107th 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/