Caribbean Small States vs Mali: Teachers in lower secondary education, male
Teachers in lower secondary education, male over time
- Caribbean Small States
- Mali
How they compare
Mali currently reports 19,922 number against 6,231 number in Caribbean Small States, a difference of 13,691 number.
That makes Mali's figure about 3.2 times Caribbean Small States's.
The two have swapped places 1 time across 13 shared years of data; in 2000 it was Caribbean Small States ahead.
Caribbean Small States ranks 42nd and Mali ranks 40th of 43 groups.
Across the 2 decades both report, Caribbean Small States averaged higher in 1 and Mali in 1.
Head to head by decade
| Decade | Caribbean Small States | Mali | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 7,362 number | 7,194 number | 167.8 number | Caribbean Small States |
| 2010s | 6,566 number | 13,687 number | 7,121 number | Mali |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, male, Caribbean Small States or Mali?
- Mali, at 19,922 number against 6,231 number in Caribbean Small States as of 2018.
- What is the difference in teachers in lower secondary education, male between Caribbean Small States and Mali?
- 13,691 number, with Mali ahead.
- How many years of comparable data are there for Caribbean Small States and Mali?
- 13 years are reported by both, from 2000 to 2013.
- How do Caribbean Small States and Mali rank globally for teachers in lower secondary education, male?
- Caribbean Small States ranks 42nd and Mali ranks 40th 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/