Bangladesh vs Germany: Teachers in lower secondary education, male
Teachers in lower secondary education, male over time
- Bangladesh
- Germany
How they compare
Bangladesh currently reports 147,721 number against 138,977 number in Germany, a difference of 8,744 number.
That makes Bangladesh's figure about 1.1 times Germany's.
The two have swapped places 1 time across 17 shared years of data; in 1999 it was Germany ahead.
Bangladesh ranks 8th and Germany ranks 10th of 137 countries.
Across the 3 decades both report, Bangladesh averaged higher in 1 and Germany in 2.
Head to head by decade
| Decade | Bangladesh | Germany | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 117,663 number | 158,047 number | 40,384 number | Germany |
| 2000s | 154,602 number | 164,778 number | 10,176 number | Germany |
| 2010s | 162,392 number | 141,778 number | 20,614 number | Bangladesh |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, male, Bangladesh or Germany?
- Bangladesh, at 147,721 number against 138,977 number in Germany as of 2019.
- What is the difference in teachers in lower secondary education, male between Bangladesh and Germany?
- 8,744 number, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Germany?
- 17 years are reported by both, from 1999 to 2017.
- How do Bangladesh and Germany rank globally for teachers in lower secondary education, male?
- Bangladesh ranks 8th and Germany ranks 10th 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/