Dominican Republic vs Gambia: Teachers in lower secondary education, male
Teachers in lower secondary education, male over time
- Dominican Republic
- Gambia
How they compare
Dominican Republic currently reports 4,243 number against 3,951 number in Gambia, a difference of 292 number.
That makes Dominican Republic's figure about 1.1 times Gambia's.
Across all 12 years both countries report, Dominican Republic has been ahead every year.
Dominican Republic ranks 91st and Gambia ranks 93rd of 137 countries.
Dominican Republic has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Dominican Republic | Gambia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 3,387 number | 2,319 number | 1,069 number | Dominican Republic |
| 2010s | 2,995 number | 2,535 number | 459.86 number | Dominican Republic |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, male, Dominican Republic or Gambia?
- Dominican Republic, at 4,243 number against 3,951 number in Gambia as of 2019.
- What is the difference in teachers in lower secondary education, male between Dominican Republic and Gambia?
- 292 number, with Dominican Republic ahead.
- How many years of comparable data are there for Dominican Republic and Gambia?
- 12 years are reported by both, from 2004 to 2019.
- How do Dominican Republic and Gambia rank globally for teachers in lower secondary education, male?
- Dominican Republic ranks 91st and Gambia ranks 93rd 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/