Bangladesh vs Poland: Teachers in post-secondary non-tertiary education, male
Teachers in post-secondary non-tertiary education, male over time
- Bangladesh
- Poland
How they compare
Bangladesh currently reports 10,645 number against 6,168 number in Poland, a difference of 4,477 number.
That makes Bangladesh's figure about 1.7 times Poland's.
The two have swapped places 1 time across 11 shared years of data; in 2001 it was Poland ahead.
Bangladesh ranks 4th and Poland ranks 5th of 65 countries.
Poland has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Bangladesh | Poland | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 2,579 number | 8,603 number | 6,024 number | Poland |
| 2010s | 6,296 number | 8,491 number | 2,195 number | Poland |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in post-secondary non-tertiary education, male, Bangladesh or Poland?
- Bangladesh, at 10,645 number against 6,168 number in Poland as of 2017.
- What is the difference in teachers in post-secondary non-tertiary education, male between Bangladesh and Poland?
- 4,477 number, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Poland?
- 11 years are reported by both, from 2001 to 2017.
- How do Bangladesh and Poland rank globally for teachers in post-secondary non-tertiary education, male?
- Bangladesh ranks 4th and Poland ranks 5th of 65 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in post-secondary non-tertiary 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 post-secondary non-tertiary education institutions (ISCED 4). 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/