Palestine, State of vs Zambia: Teachers in lower secondary education, male
Teachers in lower secondary education, male over time
- Palestine, State of
- Zambia
How they compare
Palestine, State of currently reports 12,702 number against 12,551 number in Zambia, a difference of 151 number.
Across all 12 years both countries report, Palestine, State of has been ahead every year.
Palestine, State of ranks 52nd and Zambia ranks 54th of 137 countries.
Palestine, State of has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Palestine, State of | Zambia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 7,304 number | 1,276 number | 6,028 number | Palestine, State of |
| 2000s | 9,521 number | 2,645 number | 6,876 number | Palestine, State of |
| 2010s | 12,506 number | 6,279 number | 6,228 number | Palestine, State of |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, male, Palestine, State of or Zambia?
- Palestine, State of, at 12,702 number against 12,551 number in Zambia as of 2019.
- What is the difference in teachers in lower secondary education, male between Palestine, State of and Zambia?
- 151 number, with Palestine, State of ahead.
- How many years of comparable data are there for Palestine, State of and Zambia?
- 12 years are reported by both, from 1999 to 2014.
- How do Palestine, State of and Zambia rank globally for teachers in lower secondary education, male?
- Palestine, State of ranks 52nd and Zambia ranks 54th 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/