Djibouti vs Malaysia: Percentage of teachers in post-secondary non-tertiary education who
Percentage of teachers in post-secondary non-tertiary education who over time
- Djibouti
- Malaysia
How they compare
Malaysia currently reports 33.1% against 29.2% in Djibouti, a difference of 3.9%.
That makes Malaysia's figure about 1.1 times Djibouti's.
The two have swapped places 1 time across 5 shared years of data; in 1999 it was Djibouti ahead.
Djibouti ranks 49th and Malaysia ranks 46th of 61 countries.
Across the 2 decades both report, Djibouti averaged higher in 1 and Malaysia in 1.
Head to head by decade
| Decade | Djibouti | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 37.5% | 36.7% | 0.8% | Djibouti |
| 2000s | 17.0% | 34.7% | 17.7% | Malaysia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher percentage of teachers in post-secondary non-tertiary education who, Djibouti or Malaysia?
- Malaysia, at 33.1% against 29.2% in Djibouti as of 2008.
- What is the difference in percentage of teachers in post-secondary non-tertiary education who between Djibouti and Malaysia?
- 3.9%, with Malaysia ahead.
- How many years of comparable data are there for Djibouti and Malaysia?
- 5 years are reported by both, from 1999 to 2008.
- How do Djibouti and Malaysia rank globally for percentage of teachers in post-secondary non-tertiary education who?
- Djibouti ranks 49th and Malaysia ranks 46th of 61 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Percentage of teachers in post-secondary non-tertiary education who are female (%). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Number of female teachers at the post-secondary non-tertiary level expressed as a percentage of the total number of teachers (male and female) at the post-secondary non-tertiary level in a given school year. 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.