Bangladesh vs Brazil: Teachers in lower secondary education, male
Teachers in lower secondary education, male over time
- Bangladesh
- Brazil
How they compare
Brazil currently reports 250,914 number against 147,721 number in Bangladesh, a difference of 103,193 number.
That makes Brazil's figure about 1.7 times Bangladesh's.
The two have swapped places 3 times across 16 shared years of data; in 1999 it was Bangladesh ahead.
Bangladesh ranks 8th and Brazil ranks 5th of 137 countries.
Across the 3 decades both report, Bangladesh averaged higher in 2 and Brazil in 1.
Head to head by decade
| Decade | Bangladesh | Brazil | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 117,663 number | 110,772 number | 6,891 number | Bangladesh |
| 2000s | 152,147 number | 149,061 number | 3,087 number | Bangladesh |
| 2010s | 162,392 number | 239,520 number | 77,128 number | Brazil |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, male, Bangladesh or Brazil?
- Brazil, at 250,914 number against 147,721 number in Bangladesh as of 2018.
- What is the difference in teachers in lower secondary education, male between Bangladesh and Brazil?
- 103,193 number, with Brazil ahead.
- How many years of comparable data are there for Bangladesh and Brazil?
- 16 years are reported by both, from 1999 to 2017.
- How do Bangladesh and Brazil rank globally for teachers in lower secondary education, male?
- Bangladesh ranks 8th and Brazil ranks 5th 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/