Brunei Darussalam vs Cape Verde: Teachers in primary education, male
Teachers in primary education, male over time
- Brunei Darussalam
- Cape Verde
How they compare
Brunei Darussalam currently reports 880 number against 879 number in Cape Verde, a difference of 1 number.
The two have swapped places 6 times across 24 shared years of data; in 1988 it was Brunei Darussalam ahead.
Brunei Darussalam ranks 148th and Cape Verde ranks 149th of 196 countries.
Across the 4 decades both report, Brunei Darussalam averaged higher in 1 and Cape Verde in 3.
Head to head by decade
| Decade | Brunei Darussalam | Cape Verde | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 1,116 number | 781.5 number | 335 number | Brunei Darussalam |
| 1990s | 1,108 number | 1,174 number | 66 number | Cape Verde |
| 2000s | 1,034 number | 1,090 number | 55.7 number | Cape Verde |
| 2010s | 924 number | 926.22 number | 2.22 number | Cape Verde |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, Brunei Darussalam or Cape Verde?
- Brunei Darussalam, at 880 number against 879 number in Cape Verde as of 2019.
- What is the difference in teachers in primary education, male between Brunei Darussalam and Cape Verde?
- 1 number, with Brunei Darussalam ahead.
- How many years of comparable data are there for Brunei Darussalam and Cape Verde?
- 24 years are reported by both, from 1988 to 2018.
- How do Brunei Darussalam and Cape Verde rank globally for teachers in primary education, male?
- Brunei Darussalam ranks 148th and Cape Verde ranks 149th 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/