Chad vs Malta: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Chad
- Malta
How they compare
Malta currently reports 1,735 number against 1,585 number in Chad, a difference of 150 number.
That makes Malta's figure about 1.1 times Chad's.
The two have swapped places 4 times across 18 shared years of data; in 1971 it was Malta ahead.
Chad ranks 134th and Malta ranks 131st of 176 countries.
Across the 5 decades both report, Chad averaged higher in 3 and Malta in 2.
Head to head by decade
| Decade | Chad | Malta | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 48.33 number | 275.83 number | 227.5 number | Malta |
| 1980s | 235 number | 142 number | 93 number | Chad |
| 1990s | 352 number | 709 number | 357 number | Malta |
| 2000s | 1,203 number | 796.43 number | 406.57 number | Chad |
| 2010s | 1,912 number | 1,510 number | 401.75 number | Chad |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Chad or Malta?
- Malta, at 1,735 number against 1,585 number in Chad as of 2017.
- What is the difference in teachers in tertiary education programmes, both sexes between Chad and Malta?
- 150 number, with Malta ahead.
- How many years of comparable data are there for Chad and Malta?
- 18 years are reported by both, from 1971 to 2015.
- How do Chad and Malta rank globally for teachers in tertiary education programmes, both sexes?
- Chad ranks 134th and Malta ranks 131st 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.