Madagascar vs Uganda: Teachers in tertiary education programmes, both sexes
Teachers in tertiary education programmes, both sexes over time
- Madagascar
- Uganda
How they compare
Madagascar currently reports 5,805 number against 5,724 number in Uganda, a difference of 81 number.
The two have swapped places 2 times across 21 shared years of data; in 1971 it was Uganda ahead.
Madagascar ranks 110th and Uganda ranks 111th of 176 countries.
Uganda has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Madagascar | Uganda | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 317 number | 556 number | 239 number | Uganda |
| 1980s | 755.25 number | 997.75 number | 242.5 number | Uganda |
| 1990s | 1,012 number | 2,065 number | 1,054 number | Uganda |
| 2000s | 2,275 number | 3,759 number | 1,484 number | Uganda |
| 2010s | 4,550 number | 5,532 number | 981.5 number | Uganda |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, both sexes, Madagascar or Uganda?
- Madagascar, at 5,805 number against 5,724 number in Uganda as of 2018.
- What is the difference in teachers in tertiary education programmes, both sexes between Madagascar and Uganda?
- 81 number, with Madagascar ahead.
- How many years of comparable data are there for Madagascar and Uganda?
- 21 years are reported by both, from 1971 to 2011.
- How do Madagascar and Uganda rank globally for teachers in tertiary education programmes, both sexes?
- Madagascar ranks 110th and Uganda ranks 111th 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.