Other small states vs Sri Lanka: Teachers in lower secondary education, male
Teachers in lower secondary education, male over time
- Other small states
- Sri Lanka
How they compare
Other small states currently reports 47,692 number against 21,557 number in Sri Lanka, a difference of 26,135 number.
That makes Other small states's figure about 2.2 times Sri Lanka's.
Across all 13 years both countries report, Other small states has been ahead every year.
Other small states ranks 41st and Sri Lanka ranks 38th of 43 groups.
Other small states has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Other small states | Sri Lanka | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 33,359 number | 22,151 number | 11,208 number | Other small states |
| 2010s | 43,571 number | 23,741 number | 19,830 number | Other small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, male, Other small states or Sri Lanka?
- Other small states, at 47,692 number against 21,557 number in Sri Lanka as of 2019.
- What is the difference in teachers in lower secondary education, male between Other small states and Sri Lanka?
- 26,135 number, with Other small states ahead.
- How many years of comparable data are there for Other small states and Sri Lanka?
- 13 years are reported by both, from 2002 to 2018.
- How do Other small states and Sri Lanka rank globally for teachers in lower secondary education, male?
- Other small states ranks 41st and Sri Lanka ranks 38th 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/