Burkina Faso vs Malta: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Burkina Faso
- Malta
How they compare
Burkina Faso currently reports 629 number against 621.17 number in Malta, a difference of 7.83 number.
The two have swapped places 2 times across 19 shared years of data; in 1972 it was Malta ahead.
Burkina Faso ranks 114th and Malta ranks 115th of 159 countries.
Across the 5 decades both report, Burkina Faso averaged higher in 1 and Malta in 4.
Head to head by decade
| Decade | Burkina Faso | Malta | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 16.6 number | 21.4 number | 4.8 number | Malta |
| 1980s | 40 number | 6 number | 34 number | Burkina Faso |
| 1990s | 12 number | 46 number | 34 number | Malta |
| 2000s | 164.5 number | 291.25 number | 126.75 number | Malta |
| 2010s | 364.75 number | 499.07 number | 134.32 number | Malta |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Burkina Faso or Malta?
- Burkina Faso, at 629 number against 621.17 number in Malta as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Burkina Faso and Malta?
- 7.83 number, with Burkina Faso ahead.
- How many years of comparable data are there for Burkina Faso and Malta?
- 19 years are reported by both, from 1972 to 2017.
- How do Burkina Faso and Malta rank globally for teachers in tertiary education programmes, female?
- Burkina Faso ranks 114th 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.