China vs Nigeria: Teachers in primary education, male (number)
Teachers in primary education, male (number) over time
- China
- Nigeria
How they compare
China currently reports 1.97 million number against 297,374 number in Nigeria, a difference of 1.68 million number.
That makes China's figure about 6.6 times Nigeria's.
Across all 18 years both countries report, China has been ahead every year.
China ranks 2nd and Nigeria ranks 5th of 196 countries.
China has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | China | Nigeria | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 3.31 million number | 103,953 number | 3.21 million number | China |
| 1980s | 3.34 million number | 206,362 number | 3.14 million number | China |
| 1990s | 3.09 million number | 216,507 number | 2.88 million number | China |
| 2000s | 2.75 million number | 271,934 number | 2.48 million number | China |
| 2010s | 2.55 million number | 297,374 number | 2.25 million number | China |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, China or Nigeria?
- China, at 1.97 million number against 297,374 number in Nigeria as of 2019.
- What is the difference in teachers in primary education, male between China and Nigeria?
- 1.68 million number, with China ahead.
- How many years of comparable data are there for China and Nigeria?
- 18 years are reported by both, from 1976 to 2010.
- How do China and Nigeria rank globally for teachers in primary education, male?
- China ranks 2nd and Nigeria ranks 5th 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/