Congo vs Malta: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Congo
- Malta
How they compare
Malta currently reports 621.17 number against 596 number in Congo, a difference of 25.17 number.
The two have swapped places 3 times across 21 shared years of data; in 1972 it was Congo ahead.
Congo ranks 116th and Malta ranks 115th of 159 countries.
Across the 5 decades both report, Congo averaged higher in 2 and Malta in 3.
Head to head by decade
| Decade | Congo | Malta | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 30.5 number | 25.33 number | 5.17 number | Congo |
| 1980s | 38.6 number | 7.6 number | 31 number | Congo |
| 1990s | 69.33 number | 83.67 number | 14.33 number | Malta |
| 2000s | 44.5 number | 200.25 number | 155.75 number | Malta |
| 2010s | 344 number | 503.06 number | 159.06 number | Malta |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Congo or Malta?
- Malta, at 621.17 number against 596 number in Congo as of 2017.
- What is the difference in teachers in tertiary education programmes, female between Congo and Malta?
- 25.17 number, with Malta ahead.
- How many years of comparable data are there for Congo and Malta?
- 21 years are reported by both, from 1972 to 2017.
- How do Congo and Malta rank globally for teachers in tertiary education programmes, female?
- Congo ranks 116th 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.