Benin vs Rwanda: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Benin
- Rwanda
How they compare
Rwanda currently reports 3,255 number against 2,672 number in Benin, a difference of 583 number.
That makes Rwanda's figure about 1.2 times Benin's.
The two have swapped places 6 times across 17 shared years of data; in 1971 it was Rwanda ahead.
Benin ranks 123rd and Rwanda ranks 121st of 176 countries.
Across the 5 decades both report, Benin averaged higher in 4 and Rwanda in 1.
Head to head by decade
| Decade | Benin | Rwanda | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 107.6 number | 125.6 number | 18 number | Rwanda |
| 1980s | 884 number | 329.5 number | 554.5 number | Benin |
| 1990s | 650 number | 412 number | 238 number | Benin |
| 2000s | 1,953 number | 1,820 number | 132.67 number | Benin |
| 2010s | 4,944 number | 2,980 number | 1,964 number | Benin |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Benin or Rwanda?
- Rwanda, at 3,255 number against 2,672 number in Benin as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between Benin and Rwanda?
- 583 number, with Rwanda ahead.
- How many years of comparable data are there for Benin and Rwanda?
- 17 years are reported by both, from 1971 to 2018.
- How do Benin and Rwanda rank globally for teachers in tertiary education programmes, both sexes?
- Benin ranks 123rd and Rwanda ranks 121st of 176 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education programmes, both sexes (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of 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.