Estonia vs Madagascar: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Estonia
- Madagascar
How they compare
Estonia currently reports 2,134 number against 1,978 number in Madagascar, a difference of 156 number.
That makes Estonia's figure about 1.1 times Madagascar's.
The two have swapped places 2 times across 11 shared years of data; in 1996 it was Estonia ahead.
Estonia ranks 95th and Madagascar ranks 97th of 159 countries.
Across the 3 decades both report, Estonia averaged higher in 2 and Madagascar in 1.
Head to head by decade
| Decade | Estonia | Madagascar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2,377 number | 339.33 number | 2,038 number | Estonia |
| 2000s | 3,026 number | 510.4 number | 2,516 number | Estonia |
| 2010s | 2,137 number | 2,185 number | 48 number | Madagascar |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Estonia or Madagascar?
- Estonia, at 2,134 number against 1,978 number in Madagascar as of 2018.
- What is the difference in teachers in tertiary education programmes, female between Estonia and Madagascar?
- 156 number, with Estonia ahead.
- How many years of comparable data are there for Estonia and Madagascar?
- 11 years are reported by both, from 1996 to 2018.
- How do Estonia and Madagascar rank globally for teachers in tertiary education programmes, female?
- Estonia ranks 95th 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.