Cameroon vs Euro area: Teachers in primary education, male
Teachers in primary education, male over time
- Cameroon
- Euro area
How they compare
Euro area currently reports 211,674 number against 42,950 number in Cameroon, a difference of 168,724 number.
That makes Euro area's figure about 4.9 times Cameroon's.
Across all 42 years both countries report, Euro area has been ahead every year.
Cameroon ranks 41st and Euro area ranks 38th of 196 countries.
Euro area has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | Cameroon | Euro area | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 18,616 number | 315,845 number | 297,229 number | Euro area |
| 1980s | 23,972 number | 283,962 number | 259,989 number | Euro area |
| 1990s | 26,830 number | 247,089 number | 220,259 number | Euro area |
| 2000s | 35,469 number | 231,148 number | 195,679 number | Euro area |
| 2010s | 43,660 number | 215,360 number | 171,700 number | Euro area |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, Cameroon or Euro area?
- Euro area, at 211,674 number against 42,950 number in Cameroon as of 2019.
- What is the difference in teachers in primary education, male between Cameroon and Euro area?
- 168,724 number, with Euro area ahead.
- How many years of comparable data are there for Cameroon and Euro area?
- 42 years are reported by both, from 1972 to 2019.
- How do Cameroon and Euro area rank globally for teachers in primary education, male?
- Cameroon ranks 41st and Euro area ranks 38th 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/