Congo vs Rwanda: Teachers in tertiary education programmes, female (number) (Teachers)
Teachers in tertiary education programmes, female (number) (Teachers) over time
- Congo
- Rwanda
How they compare
Rwanda currently reports 686 number against 596 number in Congo, a difference of 90 number.
That makes Rwanda's figure about 1.2 times Congo's.
The two have swapped places 1 time across 13 shared years of data; in 1971 it was Congo ahead.
Congo ranks 116th and Rwanda ranks 113th of 159 countries.
Across the 5 decades both report, Congo averaged higher in 2 and Rwanda in 3.
Head to head by decade
| Decade | Congo | Rwanda | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 28.2 number | 16.6 number | 11.6 number | Congo |
| 1980s | 36.33 number | 21.33 number | 15 number | Congo |
| 1990s | 22 number | 41 number | 19 number | Rwanda |
| 2000s | 39.67 number | 178 number | 138.33 number | Rwanda |
| 2010s | 596 number | 718 number | 122 number | Rwanda |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Congo or Rwanda?
- Rwanda, at 686 number against 596 number in Congo as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Congo and Rwanda?
- 90 number, with Rwanda ahead.
- How many years of comparable data are there for Congo and Rwanda?
- 13 years are reported by both, from 1971 to 2017.
- How do Congo and Rwanda rank globally for teachers in tertiary education programmes, female?
- Congo ranks 116th and Rwanda ranks 113th 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.