Burkina Faso vs Latvia: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Burkina Faso
- Latvia
How they compare
Latvia currently reports 7,150 number against 7,132 number in Burkina Faso, a difference of 18 number.
Across all 23 years both countries report, Latvia has been ahead every year.
Burkina Faso ranks 102nd and Latvia ranks 101st of 176 countries.
Latvia has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Burkina Faso | Latvia | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 311 number | 4,620 number | 4,310 number | Latvia |
| 1990s | 483.43 number | 4,536 number | 4,052 number | Latvia |
| 2000s | 1,887 number | 6,696 number | 4,808 number | Latvia |
| 2010s | 4,410 number | 6,786 number | 2,375 number | Latvia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Burkina Faso or Latvia?
- Latvia, at 7,150 number against 7,132 number in Burkina Faso as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Burkina Faso and Latvia?
- 18 number, with Latvia ahead.
- How many years of comparable data are there for Burkina Faso and Latvia?
- 23 years are reported by both, from 1983 to 2018.
- How do Burkina Faso and Latvia rank globally for teachers in tertiary education programmes, both sexes?
- Burkina Faso ranks 102nd and Latvia ranks 101st 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.