High income vs Malaysia: Teachers in primary education, male
Teachers in primary education, male over time
- High income
- Malaysia
How they compare
High income currently reports 1.04 million number against 71,427 number in Malaysia, a difference of 969,253 number.
That makes High income's figure about 14.6 times Malaysia's.
Across all 38 years both countries report, High income has been ahead every year.
High income ranks 24th and Malaysia ranks 26th of 43 groups.
High income has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | High income | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 1.11 million number | 45,073 number | 1.06 million number | High income |
| 1990s | 1.07 million number | 53,935 number | 1.02 million number | High income |
| 2000s | 1.03 million number | 61,923 number | 964,638 number | High income |
| 2010s | 1.03 million number | 80,042 number | 954,941 number | High income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, High income or Malaysia?
- High income, at 1.04 million number against 71,427 number in Malaysia as of 2019.
- What is the difference in teachers in primary education, male between High income and Malaysia?
- 969,253 number, with High income ahead.
- How many years of comparable data are there for High income and Malaysia?
- 38 years are reported by both, from 1980 to 2019.
- How do High income and Malaysia rank globally for teachers in primary education, male?
- High income ranks 24th and Malaysia ranks 26th of 43 groups.
- 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/