IDA blend vs Viet Nam: Teachers in primary education, male
Teachers in primary education, male over time
- IDA blend
- Viet Nam
How they compare
IDA blend currently reports 933,391 number against 87,225 number in Viet Nam, a difference of 846,166 number.
That makes IDA blend's figure about 10.7 times Viet Nam's.
Across all 31 years both countries report, IDA blend has been ahead every year.
IDA blend ranks 25th and Viet Nam ranks 24th of 43 groups.
IDA blend has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | IDA blend | Viet Nam | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 360,867 number | 89,772 number | 271,095 number | IDA blend |
| 1980s | 474,892 number | 71,050 number | 403,843 number | IDA blend |
| 1990s | 602,333 number | 70,506 number | 531,827 number | IDA blend |
| 2000s | 694,466 number | 77,489 number | 616,978 number | IDA blend |
| 2010s | 841,965 number | 86,597 number | 755,368 number | IDA blend |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, IDA blend or Viet Nam?
- IDA blend, at 933,391 number against 87,225 number in Viet Nam as of 2019.
- What is the difference in teachers in primary education, male between IDA blend and Viet Nam?
- 846,166 number, with IDA blend ahead.
- How many years of comparable data are there for IDA blend and Viet Nam?
- 31 years are reported by both, from 1976 to 2019.
- How do IDA blend and Viet Nam rank globally for teachers in primary education, male?
- IDA blend ranks 25th and Viet Nam ranks 24th 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/