Bahrain vs Malta: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Bahrain
- Malta
How they compare
Bahrain currently reports 744 number against 621.17 number in Malta, a difference of 122.83 number.
That makes Bahrain's figure about 1.2 times Malta's.
The two have swapped places 1 time across 25 shared years of data; in 1972 it was Malta ahead.
Bahrain ranks 112th and Malta ranks 115th of 159 countries.
Across the 5 decades both report, Bahrain averaged higher in 4 and Malta in 1.
Head to head by decade
| Decade | Bahrain | Malta | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 13.5 number | 27.17 number | 13.67 number | Malta |
| 1980s | 98.57 number | 8.29 number | 90.29 number | Bahrain |
| 1990s | 171.5 number | 42.25 number | 129.25 number | Bahrain |
| 2000s | 305.5 number | 157.5 number | 148 number | Bahrain |
| 2010s | 787.9 number | 532.6 number | 255.3 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 Malta?
- Bahrain, at 744 number against 621.17 number in Malta as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Bahrain and Malta?
- 122.83 number, with Bahrain ahead.
- How many years of comparable data are there for Bahrain and Malta?
- 25 years are reported by both, from 1972 to 2017.
- How do Bahrain and Malta rank globally for teachers in tertiary education programmes, female?
- Bahrain ranks 112th and Malta ranks 115th 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.