Portugal vs Small states: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Portugal
- Small states
How they compare
Small states currently reports 26,908 number against 18,907 number in Portugal, a difference of 8,001 number.
That makes Small states's figure about 1.4 times Portugal's.
The two have swapped places 3 times across 24 shared years of data; in 1981 it was Portugal ahead.
Portugal ranks 39th and Small states ranks 42nd of 159 countries.
Across the 3 decades both report, Portugal averaged higher in 2 and Small states in 1.
Head to head by decade
| Decade | Portugal | Small states | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 7,987 number | 7,808 number | 178.44 number | Portugal |
| 2000s | 20,840 number | 18,213 number | 2,627 number | Portugal |
| 2010s | 19,424 number | 26,522 number | 7,099 number | Small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Portugal or Small states?
- Small states, at 26,908 number against 18,907 number in Portugal as of 2019.
- What is the difference in teachers in tertiary education programmes, male between Portugal and Small states?
- 8,001 number, with Small states ahead.
- How many years of comparable data are there for Portugal and Small states?
- 24 years are reported by both, from 1981 to 2018.
- How do Portugal and Small states rank globally for teachers in tertiary education programmes, male?
- Portugal ranks 39th and Small states ranks 42nd 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/