Arab World vs Morocco: Teachers in primary education, male
Teachers in primary education, male over time
- Arab World
- Morocco
How they compare
Arab World currently reports 870,261 number against 70,107 number in Morocco, a difference of 800,154 number.
That makes Arab World's figure about 12.4 times Morocco's.
Across all 44 years both countries report, Arab World has been ahead every year.
Arab World ranks 27th and Morocco ranks 27th of 45 groups.
Arab World has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Arab World | Morocco | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 325,215 number | 29,236 number | 295,980 number | Arab World |
| 1980s | 505,911 number | 49,003 number | 456,908 number | Arab World |
| 1990s | 686,558 number | 64,925 number | 621,632 number | Arab World |
| 2000s | 814,386 number | 78,774 number | 735,613 number | Arab World |
| 2010s | 887,388 number | 70,543 number | 816,845 number | Arab World |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, Arab World or Morocco?
- Arab World, at 870,261 number against 70,107 number in Morocco as of 2019.
- What is the difference in teachers in primary education, male between Arab World and Morocco?
- 800,154 number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Morocco?
- 44 years are reported by both, from 1971 to 2019.
- How do Arab World and Morocco rank globally for teachers in primary education, male?
- Arab World ranks 27th and Morocco ranks 27th of 45 groups.
- 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/