Republic of Moldova vs Mongolia: Teachers in lower secondary education, male
Teachers in lower secondary education, male over time
- Republic of Moldova
- Mongolia
How they compare
Republic of Moldova currently reports 2,853 number against 2,612 number in Mongolia, a difference of 241 number.
That makes Republic of Moldova's figure about 1.1 times Mongolia's.
Across all 10 years both countries report, Republic of Moldova has been ahead every year.
Republic of Moldova ranks 98th and Mongolia ranks 99th of 137 countries.
Republic of Moldova has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Republic of Moldova | Mongolia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 5,230 number | 2,711 number | 2,520 number | Republic of Moldova |
| 2000s | 5,560 number | 2,755 number | 2,805 number | Republic of Moldova |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, male, Republic of Moldova or Mongolia?
- Republic of Moldova, at 2,853 number against 2,612 number in Mongolia as of 2019.
- What is the difference in teachers in lower secondary education, male between Republic of Moldova and Mongolia?
- 241 number, with Republic of Moldova ahead.
- How many years of comparable data are there for Republic of Moldova and Mongolia?
- 10 years are reported by both, from 1997 to 2007.
- How do Republic of Moldova and Mongolia rank globally for teachers in lower secondary education, male?
- Republic of Moldova ranks 98th and Mongolia ranks 99th 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/