Panama vs United Arab Emirates: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Panama
- United Arab Emirates
How they compare
Panama currently reports 7,005 number against 6,661 number in United Arab Emirates, a difference of 344 number.
That makes Panama's figure about 1.1 times United Arab Emirates's.
Across all 8 years both countries report, Panama has been ahead every year.
Panama ranks 74th and United Arab Emirates ranks 77th of 159 countries.
Panama has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Panama | United Arab Emirates | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 2,246 number | 317.5 number | 1,928 number | Panama |
| 2000s | 7,161 number | 3,468 number | 3,693 number | Panama |
| 2010s | 7,439 number | 5,229 number | 2,210 number | Panama |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Panama or United Arab Emirates?
- Panama, at 7,005 number against 6,661 number in United Arab Emirates as of 2016.
- What is the difference in teachers in tertiary education programmes, male between Panama and United Arab Emirates?
- 344 number, with Panama ahead.
- How many years of comparable data are there for Panama and United Arab Emirates?
- 8 years are reported by both, from 1981 to 2016.
- How do Panama and United Arab Emirates rank globally for teachers in tertiary education programmes, male?
- Panama ranks 74th and United Arab Emirates ranks 77th 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/