Madagascar vs Slovenia: Teachers in tertiary education ISCED 6, 7 and 8 programmes, male
Teachers in tertiary education ISCED 6, 7 and 8 programmes, male over time
- Madagascar
- Slovenia
How they compare
Madagascar currently reports 3,683 number against 3,358 number in Slovenia, a difference of 325 number.
That makes Madagascar's figure about 1.1 times Slovenia's.
The two have swapped places 3 times across 7 shared years of data; in 1999 it was Slovenia ahead.
Madagascar ranks 38th and Slovenia ranks 40th of 68 countries.
Slovenia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Madagascar | Slovenia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 689 number | 1,930 number | 1,241 number | Slovenia |
| 2000s | 758 number | 2,057 number | 1,299 number | Slovenia |
| 2010s | 3,146 number | 3,479 number | 333.6 number | Slovenia |
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, Madagascar or Slovenia?
- Madagascar, at 3,683 number against 3,358 number in Slovenia as of 2018.
- What is the difference in teachers in tertiary education isced 6, 7 and 8 programmes, male between Madagascar and Slovenia?
- 325 number, with Madagascar ahead.
- How many years of comparable data are there for Madagascar and Slovenia?
- 7 years are reported by both, from 1999 to 2018.
- How do Madagascar and Slovenia rank globally for teachers in tertiary education isced 6, 7 and 8 programmes, male?
- Madagascar ranks 38th and Slovenia ranks 40th 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/