Canada vs Senegal: Teachers in primary education, male

Canada
45,037 number
in 2000
Senegal
43,978 number
in 2019
Canada rank
38th
Senegal rank
40th

Teachers in primary education, male over time

  • Canada
  • Senegal
10.0k20.0k30.0k40.0k50.0k197819982019

How they compare

Canada currently reports 45,037 number against 43,978 number in Senegal, a difference of 1,059 number.

Across all 10 years both countries report, Canada has been ahead every year.

Canada ranks 38th and Senegal ranks 40th of 196 countries.

Canada has averaged higher in every one of the 3 decades both report.

Head to head by decade

Decade Canada Senegal Difference Ahead
1980s 47,810 number 8,902 number 38,908 number Canada
1990s 48,719 number 10,688 number 38,031 number Canada
2000s 45,037 number 16,760 number 28,277 number Canada

Averages of every year both report within each decade.

Frequently asked questions

Which has higher teachers in primary education, male, Canada or Senegal?
Canada, at 45,037 number against 43,978 number in Senegal as of 2000.
What is the difference in teachers in primary education, male between Canada and Senegal?
1,059 number, with Canada ahead.
How many years of comparable data are there for Canada and Senegal?
10 years are reported by both, from 1983 to 2000.
How do Canada and Senegal rank globally for teachers in primary education, male?
Canada ranks 38th and Senegal ranks 40th 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/