Bangladesh vs Mexico: Teachers in lower secondary education, male
Teachers in lower secondary education, male over time
- Bangladesh
- Mexico
How they compare
Mexico currently reports 197,879 number against 147,721 number in Bangladesh, a difference of 50,158 number.
That makes Mexico's figure about 1.3 times Bangladesh's.
The two have swapped places 2 times across 14 shared years of data; in 1999 it was Mexico ahead.
Bangladesh ranks 8th and Mexico ranks 6th of 137 countries.
Mexico has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bangladesh | Mexico | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 117,663 number | 172,831 number | 55,168 number | Mexico |
| 2000s | 154,602 number | 187,887 number | 33,285 number | Mexico |
| 2010s | 160,893 number | 195,758 number | 34,865 number | Mexico |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, male, Bangladesh or Mexico?
- Mexico, at 197,879 number against 147,721 number in Bangladesh as of 2012.
- What is the difference in teachers in lower secondary education, male between Bangladesh and Mexico?
- 50,158 number, with Mexico ahead.
- How many years of comparable data are there for Bangladesh and Mexico?
- 14 years are reported by both, from 1999 to 2012.
- How do Bangladesh and Mexico rank globally for teachers in lower secondary education, male?
- Bangladesh ranks 8th and Mexico ranks 6th 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/