Czechia vs Vanuatu: Teachers in primary education, male

Czechia
712 number
in 2012
Vanuatu
739 number
in 2015
Czechia rank
156th
Vanuatu rank
154th

Teachers in primary education, male over time

  • Czechia
  • Vanuatu
02.0k4.0k6.0k197019922015

How they compare

Vanuatu currently reports 739 number against 712 number in Czechia, a difference of 27 number.

The two have swapped places 1 time across 7 shared years of data; in 1998 it was Czechia ahead.

Czechia ranks 156th and Vanuatu ranks 154th of 196 countries.

Across the 3 decades both report, Czechia averaged higher in 2 and Vanuatu in 1.

Head to head by decade

Decade Czechia Vanuatu Difference Ahead
1990s 5,653 number 675.5 number 4,978 number Czechia
2000s 4,616 number 752.5 number 3,864 number Czechia
2010s 613 number 890 number 277 number Vanuatu

Averages of every year both report within each decade.

Frequently asked questions

Which has higher teachers in primary education, male, Czechia or Vanuatu?
Vanuatu, at 739 number against 712 number in Czechia as of 2015.
What is the difference in teachers in primary education, male between Czechia and Vanuatu?
27 number, with Vanuatu ahead.
How many years of comparable data are there for Czechia and Vanuatu?
7 years are reported by both, from 1998 to 2010.
How do Czechia and Vanuatu rank globally for teachers in primary education, male?
Czechia ranks 156th and Vanuatu ranks 154th 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/