Brunei Darussalam vs Malawi: Teachers in tertiary education ISCED 6, 7 and 8 programmes, male
Teachers in tertiary education ISCED 6, 7 and 8 programmes, male over time
- Brunei Darussalam
- Malawi
How they compare
Malawi currently reports 572 number against 354 number in Brunei Darussalam, a difference of 218 number.
That makes Malawi's figure about 1.6 times Brunei Darussalam's.
Across all 6 years both countries report, Malawi has been ahead every year.
Brunei Darussalam ranks 55th and Malawi ranks 54th of 68 countries.
Malawi has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Brunei Darussalam | Malawi | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 228 number | 380 number | 152 number | Malawi |
| 2000s | 252.4 number | 525.4 number | 273 number | Malawi |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education isced 6, 7 and 8 programmes, male, Brunei Darussalam or Malawi?
- Malawi, at 572 number against 354 number in Brunei Darussalam as of 2007.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, male between Brunei Darussalam and Malawi?
- 218 number, with Malawi ahead.
- How many years of comparable data are there for Brunei Darussalam and Malawi?
- 6 years are reported by both, from 1999 to 2007.
- How do Brunei Darussalam and Malawi rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, male?
- Brunei Darussalam ranks 55th and Malawi ranks 54th of 68 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education ISCED 6, 7 and 8 programmes, male (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of male teachers in public and private short-cycle tertiary education institutions (ISCED 6-8). 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/