Benin vs South Korea: Teachers in primary education, male
Teachers in primary education, male over time
- Benin
- South Korea
How they compare
Benin currently reports 39,187 number against 37,017 number in South Korea, a difference of 2,170 number.
That makes Benin's figure about 1.1 times South Korea's.
The two have swapped places 1 time across 43 shared years of data; in 1971 it was South Korea ahead.
Benin ranks 48th and South Korea ranks 51st of 196 countries.
Across the 5 decades both report, Benin averaged higher in 1 and South Korea in 4.
Head to head by decade
| Decade | Benin | South Korea | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 3,628 number | 72,020 number | 68,392 number | South Korea |
| 1980s | 9,122 number | 73,184 number | 64,062 number | South Korea |
| 1990s | 10,792 number | 58,456 number | 47,664 number | South Korea |
| 2000s | 21,474 number | 36,291 number | 14,817 number | South Korea |
| 2010s | 37,164 number | 35,850 number | 1,314 number | Benin |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, Benin or South Korea?
- Benin, at 39,187 number against 37,017 number in South Korea as of 2019.
- What is the difference in teachers in primary education, male between Benin and South Korea?
- 2,170 number, with Benin ahead.
- How many years of comparable data are there for Benin and South Korea?
- 43 years are reported by both, from 1971 to 2018.
- How do Benin and South Korea rank globally for teachers in primary education, male?
- Benin ranks 48th and South Korea ranks 51st 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/