Burundi vs Niger: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Burundi
- Niger
How they compare
Niger currently reports 567 number against 498 number in Burundi, a difference of 69 number.
That makes Niger's figure about 1.1 times Burundi's.
The two have swapped places 5 times across 12 shared years of data; in 1971 it was Burundi ahead.
Burundi ranks 123rd and Niger ranks 121st of 159 countries.
Burundi has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Burundi | Niger | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 14 number | 14 number | 0 number | β |
| 1980s | 26 number | 20 number | 6 number | Burundi |
| 1990s | 60 number | 26 number | 34 number | Burundi |
| 2000s | 124.5 number | 40.5 number | 84 number | Burundi |
| 2010s | 351 number | 339.33 number | 11.67 number | Burundi |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Burundi or Niger?
- Niger, at 567 number against 498 number in Burundi as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Burundi and Niger?
- 69 number, with Niger ahead.
- How many years of comparable data are there for Burundi and Niger?
- 12 years are reported by both, from 1971 to 2018.
- How do Burundi and Niger rank globally for teachers in tertiary education programmes, female?
- Burundi ranks 123rd and Niger ranks 121st 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.