Malta vs Rwanda: Teachers in tertiary education programmes, female
Teachers in tertiary education programmes, female over time
- Malta
- Rwanda
How they compare
Rwanda currently reports 686 number against 621.17 number in Malta, a difference of 64.83 number.
That makes Rwanda's figure about 1.1 times Malta's.
The two have swapped places 5 times across 25 shared years of data; in 1973 it was Malta ahead.
Malta ranks 115th and Rwanda ranks 113th of 159 countries.
Across the 5 decades both report, Malta averaged higher in 2 and Rwanda in 3.
Head to head by decade
| Decade | Malta | Rwanda | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 24.4 number | 20.6 number | 3.8 number | Malta |
| 1980s | 8.17 number | 22.83 number | 14.67 number | Rwanda |
| 1990s | 102.5 number | 37 number | 65.5 number | Malta |
| 2000s | 157.67 number | 190.5 number | 32.83 number | Rwanda |
| 2010s | 517.43 number | 569.67 number | 52.23 number | Rwanda |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, female, Malta or Rwanda?
- Rwanda, at 686 number against 621.17 number in Malta as of 2019.
- What is the difference in teachers in tertiary education programmes, female between Malta and Rwanda?
- 64.83 number, with Rwanda ahead.
- How many years of comparable data are there for Malta and Rwanda?
- 25 years are reported by both, from 1973 to 2017.
- How do Malta and Rwanda rank globally for teachers in tertiary education programmes, female?
- Malta ranks 115th 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.