Burkina Faso vs Slovenia: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Burkina Faso
- Slovenia
How they compare
Burkina Faso currently reports 7,132 number against 6,906 number in Slovenia, a difference of 226 number.
Across all 22 years both countries report, Slovenia has been ahead every year.
Burkina Faso ranks 102nd and Slovenia ranks 103rd of 176 countries.
Slovenia has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Burkina Faso | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 311 number | 2,562 number | 2,252 number | Slovenia |
| 1990s | 483.43 number | 3,096 number | 2,612 number | Slovenia |
| 2000s | 1,887 number | 5,080 number | 3,193 number | Slovenia |
| 2010s | 4,285 number | 7,126 number | 2,841 number | Slovenia |
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 Slovenia?
- Burkina Faso, at 7,132 number against 6,906 number in Slovenia as of 2019.
- What is the difference in teachers in tertiary education programmes, both sexes between Burkina Faso and Slovenia?
- 226 number, with Burkina Faso ahead.
- How many years of comparable data are there for Burkina Faso and Slovenia?
- 22 years are reported by both, from 1983 to 2018.
- How do Burkina Faso and Slovenia rank globally for teachers in tertiary education programmes, both sexes?
- Burkina Faso ranks 102nd and Slovenia ranks 103rd 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.