Europe & Central Asia (IDA & IBRD countries) vs Nepal: Teachers in lower secondary education, male
Teachers in lower secondary education, male over time
- Europe & Central Asia (IDA & IBRD countries)
- Nepal
How they compare
Europe & Central Asia (IDA & IBRD countries) currently reports 760,239 number against 40,549 number in Nepal, a difference of 719,690 number.
That makes Europe & Central Asia (IDA & IBRD countries)'s figure about 18.7 times Nepal's.
Across all 8 years both countries report, Europe & Central Asia (IDA & IBRD countries) has been ahead every year.
Europe & Central Asia (IDA & IBRD countries) ranks 30th and Nepal ranks 27th of 45 groups.
Europe & Central Asia (IDA & IBRD countries) has averaged higher in every one of the 1 decades both report.
Frequently asked questions
- Which has higher teachers in lower secondary education, male, Europe & Central Asia (IDA & IBRD countries) or Nepal?
- Europe & Central Asia (IDA & IBRD countries), at 760,239 number against 40,549 number in Nepal as of 2019.
- What is the difference in teachers in lower secondary education, male between Europe & Central Asia (IDA & IBRD countries) and Nepal?
- 719,690 number, with Europe & Central Asia (IDA & IBRD countries) ahead.
- How many years of comparable data are there for Europe & Central Asia (IDA & IBRD countries) and Nepal?
- 8 years are reported by both, from 2011 to 2019.
- How do Europe & Central Asia (IDA & IBRD countries) and Nepal rank globally for teachers in lower secondary education, male?
- Europe & Central Asia (IDA & IBRD countries) ranks 30th and Nepal ranks 27th of 45 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/