Eswatini vs Togo: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Eswatini
- Togo
How they compare
Togo currently reports 340 number against 299 number in Eswatini, a difference of 41 number.
That makes Togo's figure about 1.1 times Eswatini's.
The two have swapped places 4 times across 17 shared years of data; in 1974 it was Eswatini ahead.
Eswatini ranks 130th and Togo ranks 129th of 159 countries.
Eswatini has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Eswatini | Togo | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 34 number | 22.67 number | 11.33 number | Eswatini |
| 1980s | 81 number | 33.5 number | 47.5 number | Eswatini |
| 1990s | 148 number | 38 number | 110 number | Eswatini |
| 2000s | 139.6 number | 39.4 number | 100.2 number | Eswatini |
| 2010s | 260 number | 204.75 number | 55.25 number | Eswatini |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Eswatini or Togo?
- Togo, at 340 number against 299 number in Eswatini as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Eswatini and Togo?
- 41 number, with Togo ahead.
- How many years of comparable data are there for Eswatini and Togo?
- 17 years are reported by both, from 1974 to 2015.
- How do Eswatini and Togo rank globally for teachers in tertiary education programmes, female?
- Eswatini ranks 130th and Togo ranks 129th 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.