High income vs Viet Nam: Teachers in lower secondary education, male
Teachers in lower secondary education, male over time
- High income
- Viet Nam
How they compare
High income currently reports 1.28 million number against 93,139 number in Viet Nam, a difference of 1.18 million number.
That makes High income's figure about 13.7 times Viet Nam's.
Across all 21 years both countries report, High income has been ahead every year.
High income ranks 17th and Viet Nam ranks 15th of 43 groups.
High income has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | High income | Viet Nam | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 1.29 million number | 57,258 number | 1.24 million number | High income |
| 2000s | 1.34 million number | 87,687 number | 1.25 million number | High income |
| 2010s | 1.29 million number | 99,423 number | 1.19 million number | High income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, male, High income or Viet Nam?
- High income, at 1.28 million number against 93,139 number in Viet Nam as of 2019.
- What is the difference in teachers in lower secondary education, male between High income and Viet Nam?
- 1.18 million number, with High income ahead.
- How many years of comparable data are there for High income and Viet Nam?
- 21 years are reported by both, from 1998 to 2019.
- How do High income and Viet Nam rank globally for teachers in lower secondary education, male?
- High income ranks 17th and Viet Nam ranks 15th 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/