Afghanistan vs IDA blend: Teachers in primary education, male
Teachers in primary education, male over time
- Afghanistan
- IDA blend
How they compare
IDA blend currently reports 933,391 number against 85,783 number in Afghanistan, a difference of 847,608 number.
That makes IDA blend's figure about 10.9 times Afghanistan's.
Across all 22 years both countries report, IDA blend has been ahead every year.
Afghanistan ranks 25th and IDA blend ranks 25th of 196 countries.
IDA blend has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Afghanistan | IDA blend | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 13,614 number | 269,064 number | 255,450 number | IDA blend |
| 1980s | 7,525 number | 513,181 number | 505,656 number | IDA blend |
| 1990s | 13,012 number | 587,162 number | 574,150 number | IDA blend |
| 2000s | 80,656 number | 691,136 number | 610,480 number | IDA blend |
| 2010s | 88,550 number | 838,773 number | 750,223 number | IDA blend |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, Afghanistan or IDA blend?
- IDA blend, at 933,391 number against 85,783 number in Afghanistan as of 2019.
- What is the difference in teachers in primary education, male between Afghanistan and IDA blend?
- 847,608 number, with IDA blend ahead.
- How many years of comparable data are there for Afghanistan and IDA blend?
- 22 years are reported by both, from 1970 to 2018.
- How do Afghanistan and IDA blend rank globally for teachers in primary education, male?
- Afghanistan ranks 25th and IDA blend ranks 25th of 196 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in primary 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 primary education institutions. 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/