Bangladesh vs Egypt: Teachers in primary education, male
Teachers in primary education, male over time
- Bangladesh
- Egypt
How they compare
Bangladesh currently reports 223,255 number against 200,093 number in Egypt, a difference of 23,162 number.
That makes Bangladesh's figure about 1.1 times Egypt's.
The two have swapped places 2 times across 20 shared years of data; in 1971 it was Bangladesh ahead.
Bangladesh ranks 8th and Egypt ranks 9th of 196 countries.
Bangladesh has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Bangladesh | Egypt | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 157,337 number | 62,407 number | 94,930 number | Bangladesh |
| 1980s | 165,760 number | 116,806 number | 48,954 number | Bangladesh |
| 1990s | 152,781 number | 127,442 number | 25,339 number | Bangladesh |
| 2000s | 213,148 number | 171,034 number | 42,114 number | Bangladesh |
| 2010s | 215,984 number | 197,981 number | 18,002 number | Bangladesh |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, Bangladesh or Egypt?
- Bangladesh, at 223,255 number against 200,093 number in Egypt as of 2018.
- What is the difference in teachers in primary education, male between Bangladesh and Egypt?
- 23,162 number, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Egypt?
- 20 years are reported by both, from 1971 to 2018.
- How do Bangladesh and Egypt rank globally for teachers in primary education, male?
- Bangladesh ranks 8th and Egypt ranks 9th 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/