Burkina Faso vs El Salvador: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Burkina Faso
- El Salvador
How they compare
El Salvador currently reports 6,524 number against 6,503 number in Burkina Faso, a difference of 21 number.
Across all 17 years both countries report, El Salvador has been ahead every year.
Burkina Faso ranks 82nd and El Salvador ranks 80th of 159 countries.
El Salvador has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Burkina Faso | El Salvador | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 62.67 number | 1,686 number | 1,623 number | El Salvador |
| 1980s | 249 number | 2,042 number | 1,793 number | El Salvador |
| 2000s | 1,993 number | 5,580 number | 3,588 number | El Salvador |
| 2010s | 4,013 number | 6,142 number | 2,128 number | El Salvador |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Burkina Faso or El Salvador?
- El Salvador, at 6,524 number against 6,503 number in Burkina Faso as of 2018.
- What is the difference in teachers in tertiary education programmes, male between Burkina Faso and El Salvador?
- 21 number, with El Salvador ahead.
- How many years of comparable data are there for Burkina Faso and El Salvador?
- 17 years are reported by both, from 1974 to 2018.
- How do Burkina Faso and El Salvador rank globally for teachers in tertiary education programmes, male?
- Burkina Faso ranks 82nd and El Salvador ranks 80th of 159 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education 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 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. For more information, consult the UNESCO Institute of Statistics website: http://www.uis.unesco.org/Education/