Cameroon vs Madagascar: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Cameroon
- Madagascar
How they compare
Madagascar currently reports 1,978 number against 1,774 number in Cameroon, a difference of 204 number.
That makes Madagascar's figure about 1.1 times Cameroon's.
The two have swapped places 2 times across 10 shared years of data; in 1971 it was Madagascar ahead.
Cameroon ranks 99th and Madagascar ranks 97th of 159 countries.
Madagascar has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Cameroon | Madagascar | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 32.5 number | 64.5 number | 32 number | Madagascar |
| 2000s | 552 number | 750 number | 198 number | Madagascar |
| 2010s | 1,207 number | 1,529 number | 322.33 number | Madagascar |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Cameroon or Madagascar?
- Madagascar, at 1,978 number against 1,774 number in Cameroon as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Cameroon and Madagascar?
- 204 number, with Madagascar ahead.
- How many years of comparable data are there for Cameroon and Madagascar?
- 10 years are reported by both, from 1971 to 2018.
- How do Cameroon and Madagascar rank globally for teachers in tertiary education programmes, female?
- Cameroon ranks 99th and Madagascar ranks 97th 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.