Dominican Republic vs Israel: Teachers in primary education, male
Teachers in primary education, male over time
- Dominican Republic
- Israel
How they compare
Dominican Republic currently reports 12,235 number against 11,079 number in Israel, a difference of 1,156 number.
That makes Dominican Republic's figure about 1.1 times Israel's.
The two have swapped places 2 times across 15 shared years of data; in 1999 it was Dominican Republic ahead.
Dominican Republic ranks 83rd and Israel ranks 86th of 196 countries.
Dominican Republic has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Dominican Republic | Israel | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 10,635 number | 7,606 number | 3,029 number | Dominican Republic |
| 2000s | 12,824 number | 8,654 number | 4,170 number | Dominican Republic |
| 2010s | 13,039 number | 10,467 number | 2,571 number | Dominican Republic |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, Dominican Republic or Israel?
- Dominican Republic, at 12,235 number against 11,079 number in Israel as of 2019.
- What is the difference in teachers in primary education, male between Dominican Republic and Israel?
- 1,156 number, with Dominican Republic ahead.
- How many years of comparable data are there for Dominican Republic and Israel?
- 15 years are reported by both, from 1999 to 2018.
- How do Dominican Republic and Israel rank globally for teachers in primary education, male?
- Dominican Republic ranks 83rd and Israel ranks 86th 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/