Afghanistan vs Arab World: Teachers in lower secondary education, male
Teachers in lower secondary education, male over time
- Afghanistan
- Arab World
How they compare
Arab World currently reports 595,080 number against 37,455 number in Afghanistan, a difference of 557,625 number.
That makes Arab World's figure about 15.9 times Afghanistan's.
Across all 9 years both countries report, Arab World has been ahead every year.
Afghanistan ranks 30th and Arab World ranks 33rd of 137 countries.
Arab World has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Afghanistan | Arab World | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 20,932 number | 576,516 number | 555,583 number | Arab World |
| 2010s | 31,896 number | 599,323 number | 567,426 number | Arab World |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, male, Afghanistan or Arab World?
- Arab World, at 595,080 number against 37,455 number in Afghanistan as of 2019.
- What is the difference in teachers in lower secondary education, male between Afghanistan and Arab World?
- 557,625 number, with Arab World ahead.
- How many years of comparable data are there for Afghanistan and Arab World?
- 9 years are reported by both, from 2007 to 2018.
- How do Afghanistan and Arab World rank globally for teachers in lower secondary education, male?
- Afghanistan ranks 30th and Arab World ranks 33rd of 137 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in lower secondary education, 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 lower secondary education institutions (ISCED 2). 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/