Burkina Faso vs Mongolia: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Burkina Faso
- Mongolia
How they compare
Burkina Faso currently reports 7,132 number against 6,724 number in Mongolia, a difference of 408 number.
That makes Burkina Faso's figure about 1.1 times Mongolia's.
The two have swapped places 1 time across 16 shared years of data; in 1996 it was Mongolia ahead.
Burkina Faso ranks 102nd and Mongolia ranks 104th of 176 countries.
Mongolia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Burkina Faso | Mongolia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 480 number | 4,412 number | 3,932 number | Mongolia |
| 2000s | 1,887 number | 7,872 number | 5,984 number | Mongolia |
| 2010s | 4,346 number | 8,455 number | 4,110 number | Mongolia |
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 Mongolia?
- Burkina Faso, at 7,132 number against 6,724 number in Mongolia as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between Burkina Faso and Mongolia?
- 408 number, with Burkina Faso ahead.
- How many years of comparable data are there for Burkina Faso and Mongolia?
- 16 years are reported by both, from 1996 to 2018.
- How do Burkina Faso and Mongolia rank globally for teachers in tertiary education programmes, both sexes?
- Burkina Faso ranks 102nd and Mongolia ranks 104th 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.