Burundi vs Madagascar: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Burundi
- Madagascar
How they compare
Madagascar currently reports 3,827 number against 2,958 number in Burundi, a difference of 869 number.
That makes Madagascar's figure about 1.3 times Burundi's.
Across all 14 years both countries report, Madagascar has been ahead every year.
Burundi ranks 106th and Madagascar ranks 103rd of 159 countries.
Madagascar has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Burundi | Madagascar | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 95 number | 259 number | 164 number | Madagascar |
| 1990s | 400 number | 688 number | 288 number | Madagascar |
| 2000s | 613.5 number | 1,141 number | 527.25 number | Madagascar |
| 2010s | 2,128 number | 3,390 number | 1,262 number | Madagascar |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Burundi or Madagascar?
- Madagascar, at 3,827 number against 2,958 number in Burundi as of 2018.
- What is the difference in teachers in tertiary education programmes, male between Burundi and Madagascar?
- 869 number, with Madagascar ahead.
- How many years of comparable data are there for Burundi and Madagascar?
- 14 years are reported by both, from 1971 to 2018.
- How do Burundi and Madagascar rank globally for teachers in tertiary education programmes, male?
- Burundi ranks 106th and Madagascar ranks 103rd 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/