Madagascar vs Mongolia: Teachers in tertiary education ISCED 5 programmes, both sexes
Teachers in tertiary education ISCED 5 programmes, both sexes over time
- Madagascar
- Mongolia
How they compare
Mongolia currently reports 312 number against 227 number in Madagascar, a difference of 85 number.
That makes Mongolia's figure about 1.4 times Madagascar's.
The two have swapped places 4 times across 7 shared years of data; in 1999 it was Madagascar ahead.
Madagascar ranks 48th and Mongolia ranks 46th of 65 countries.
Madagascar has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Madagascar | Mongolia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 490 number | 458 number | 32 number | Madagascar |
| 2000s | 583.17 number | 551.33 number | 31.83 number | Madagascar |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 5 programmes, both sexes, Madagascar or Mongolia?
- Mongolia, at 312 number against 227 number in Madagascar as of 2012.
- What is the difference in teachers in tertiary education isced 5 programmes, both sexes between Madagascar and Mongolia?
- 85 number, with Mongolia ahead.
- How many years of comparable data are there for Madagascar and Mongolia?
- 7 years are reported by both, from 1999 to 2006.
- How do Madagascar and Mongolia rank globally for teachers in tertiary education isced 5 programmes, both sexes?
- Madagascar ranks 48th and Mongolia ranks 46th of 65 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education ISCED 5 programmes, both sexes (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of teachers in public and private short-cycle tertiary education institutions (ISCED 5). 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.