Arab World vs Madagascar: Teachers in lower secondary education, male
Teachers in lower secondary education, male over time
- Arab World
- Madagascar
How they compare
Arab World currently reports 595,080 number against 33,517 number in Madagascar, a difference of 561,563 number.
That makes Arab World's figure about 17.8 times Madagascar's.
Across all 6 years both countries report, Arab World has been ahead every year.
Arab World ranks 33rd and Madagascar ranks 33rd of 43 groups.
Arab World has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Arab World | Madagascar | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 386,804 number | 7,072 number | 379,732 number | Arab World |
| 2000s | 609,279 number | 17,503 number | 591,776 number | Arab World |
| 2010s | 603,416 number | 27,842 number | 575,573 number | Arab World |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, male, Arab World or Madagascar?
- Arab World, at 595,080 number against 33,517 number in Madagascar as of 2019.
- What is the difference in teachers in lower secondary education, male between Arab World and Madagascar?
- 561,563 number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Madagascar?
- 6 years are reported by both, from 1998 to 2018.
- How do Arab World and Madagascar rank globally for teachers in lower secondary education, male?
- Arab World ranks 33rd and Madagascar ranks 33rd of 43 groups.
- 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/