Armenia vs Vanuatu: Teachers in primary education, male

Armenia
808 number
in 2019
Vanuatu
739 number
in 2015
Armenia rank
152nd
Vanuatu rank
154th

Teachers in primary education, male over time

  • Armenia
  • Vanuatu
02004006008001.0k197019942019

How they compare

Armenia currently reports 808 number against 739 number in Vanuatu, a difference of 69 number.

That makes Armenia's figure about 1.1 times Vanuatu's.

The two have swapped places 1 time across 7 shared years of data; in 1991 it was Armenia ahead.

Armenia ranks 152nd and Vanuatu ranks 154th of 196 countries.

Vanuatu has averaged higher in every one of the 2 decades both report.

Head to head by decade

Decade Armenia Vanuatu Difference Ahead
1990s 427.5 number 620.5 number 193 number Vanuatu
2000s 59 number 795.4 number 736.4 number Vanuatu

Averages of every year both report within each decade.

Frequently asked questions

Which has higher teachers in primary education, male, Armenia or Vanuatu?
Armenia, at 808 number against 739 number in Vanuatu as of 2019.
What is the difference in teachers in primary education, male between Armenia and Vanuatu?
69 number, with Armenia ahead.
How many years of comparable data are there for Armenia and Vanuatu?
7 years are reported by both, from 1991 to 2007.
How do Armenia and Vanuatu rank globally for teachers in primary education, male?
Armenia ranks 152nd and Vanuatu ranks 154th 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

Indicator
Teachers in primary education, male (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
241 places, 7,382 data points, 1970–2020
Last refreshed

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/