Hong Kong, China vs Namibia: Teachers in primary education, male
Teachers in primary education, male over time
- Hong Kong, China
- Namibia
How they compare
Hong Kong, China currently reports 6,680 number against 6,161 number in Namibia, a difference of 519 number.
That makes Hong Kong, China's figure about 1.1 times Namibia's.
Across all 8 years both countries report, Hong Kong, China has been ahead every year.
Hong Kong, China ranks 100th and Namibia ranks 103rd of 196 countries.
Hong Kong, China has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Hong Kong, China | Namibia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 4,996 number | 3,973 number | 1,023 number | Hong Kong, China |
| 2000s | 5,313 number | 4,270 number | 1,043 number | Hong Kong, China |
| 2010s | 5,686 number | 5,250 number | 436.5 number | Hong Kong, China |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, Hong Kong, China or Namibia?
- Hong Kong, China, at 6,680 number against 6,161 number in Namibia as of 2019.
- What is the difference in teachers in primary education, male between Hong Kong, China and Namibia?
- 519 number, with Hong Kong, China ahead.
- How many years of comparable data are there for Hong Kong, China and Namibia?
- 8 years are reported by both, from 1999 to 2018.
- How do Hong Kong, China and Namibia rank globally for teachers in primary education, male?
- Hong Kong, China ranks 100th and Namibia ranks 103rd 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/