Angola vs Europe & Central Asia: Teachers in primary education, male
Teachers in primary education, male over time
- Angola
- Europe & Central Asia
How they compare
Europe & Central Asia currently reports 518,257 number against 50,617 number in Angola, a difference of 467,640 number.
That makes Europe & Central Asia's figure about 10.2 times Angola's.
Across all 5 years both countries report, Europe & Central Asia has been ahead every year.
Angola ranks 35th and Europe & Central Asia ranks 34th of 196 countries.
Europe & Central Asia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Angola | Europe & Central Asia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 24,277 number | 619,803 number | 595,526 number | Europe & Central Asia |
| 2000s | 52,061 number | 577,284 number | 525,223 number | Europe & Central Asia |
| 2010s | 60,821 number | 526,388 number | 465,567 number | Europe & Central Asia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, Angola or Europe & Central Asia?
- Europe & Central Asia, at 518,257 number against 50,617 number in Angola as of 2019.
- What is the difference in teachers in primary education, male between Angola and Europe & Central Asia?
- 467,640 number, with Europe & Central Asia ahead.
- How many years of comparable data are there for Angola and Europe & Central Asia?
- 5 years are reported by both, from 1998 to 2016.
- How do Angola and Europe & Central Asia rank globally for teachers in primary education, male?
- Angola ranks 35th and Europe & Central Asia ranks 34th 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/