Madagascar vs Niger: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Madagascar
- Niger
How they compare
Madagascar currently reports 5,805 number against 5,512 number in Niger, a difference of 293 number.
That makes Madagascar's figure about 1.1 times Niger's.
Across all 27 years both countries report, Madagascar has been ahead every year.
Madagascar ranks 110th and Niger ranks 112th of 176 countries.
Madagascar has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Madagascar | Niger | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 585.4 number | 86.6 number | 498.8 number | Madagascar |
| 1980s | 746.75 number | 286.5 number | 460.25 number | Madagascar |
| 2000s | 2,287 number | 766.25 number | 1,520 number | Madagascar |
| 2010s | 5,305 number | 3,387 number | 1,918 number | Madagascar |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Madagascar or Niger?
- Madagascar, at 5,805 number against 5,512 number in Niger as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Madagascar and Niger?
- 293 number, with Madagascar ahead.
- How many years of comparable data are there for Madagascar and Niger?
- 27 years are reported by both, from 1971 to 2018.
- How do Madagascar and Niger rank globally for teachers in tertiary education programmes, both sexes?
- Madagascar ranks 110th and Niger ranks 112th 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.