Bahrain vs Burkina Faso: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Bahrain
- Burkina Faso
How they compare
Bahrain currently reports 744 number against 629 number in Burkina Faso, a difference of 115 number.
That makes Bahrain's figure about 1.2 times Burkina Faso's.
The two have swapped places 3 times across 12 shared years of data; in 1972 it was Burkina Faso ahead.
Bahrain ranks 112th and Burkina Faso ranks 114th of 159 countries.
Across the 3 decades both report, Bahrain averaged higher in 2 and Burkina Faso in 1.
Head to head by decade
| Decade | Bahrain | Burkina Faso | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 12.67 number | 14 number | 1.33 number | Burkina Faso |
| 1990s | 165 number | 12 number | 153 number | Bahrain |
| 2010s | 788.42 number | 457.38 number | 331.05 number | Bahrain |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Bahrain or Burkina Faso?
- Bahrain, at 744 number against 629 number in Burkina Faso as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Bahrain and Burkina Faso?
- 115 number, with Bahrain ahead.
- How many years of comparable data are there for Bahrain and Burkina Faso?
- 12 years are reported by both, from 1972 to 2019.
- How do Bahrain and Burkina Faso rank globally for teachers in tertiary education programmes, female?
- Bahrain ranks 112th and Burkina Faso ranks 114th of 159 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education programmes, female (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of female 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.