Bolivia vs Niger: Teachers in primary education, male

Bolivia
27,167 number
in 2018
Niger
31,186 number
in 2019
Bolivia rank
61st
Niger rank
58th

Teachers in primary education, male over time

  • Bolivia
  • Niger
010.0k20.0k30.0k40.0k197119952019

How they compare

Niger currently reports 31,186 number against 27,167 number in Bolivia, a difference of 4,019 number.

That makes Niger's figure about 1.1 times Bolivia's.

The two have swapped places 1 time across 7 shared years of data; in 1999 it was Bolivia ahead.

Bolivia ranks 61st and Niger ranks 58th of 196 countries.

Across the 2 decades both report, Bolivia averaged higher in 1 and Niger in 1.

Head to head by decade

Decade Bolivia Niger Difference Ahead
1990s 22,759 number 8,927 number 13,832 number Bolivia
2010s 27,913 number 33,646 number 5,733 number Niger

Averages of every year both report within each decade.

Frequently asked questions

Which has higher teachers in primary education, male, Bolivia or Niger?
Niger, at 31,186 number against 27,167 number in Bolivia as of 2019.
What is the difference in teachers in primary education, male between Bolivia and Niger?
4,019 number, with Niger ahead.
How many years of comparable data are there for Bolivia and Niger?
7 years are reported by both, from 1999 to 2018.
How do Bolivia and Niger rank globally for teachers in primary education, male?
Bolivia ranks 61st and Niger ranks 58th 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/