IDA only vs Nepal: Teachers in primary education, male
Teachers in primary education, male over time
- IDA only
- Nepal
How they compare
IDA only currently reports 2.47 million number against 111,403 number in Nepal, a difference of 2.36 million number.
That makes IDA only's figure about 22.2 times Nepal's.
Across all 28 years both countries report, IDA only has been ahead every year.
IDA only ranks 18th and Nepal ranks 16th of 44 groups.
IDA only has averaged higher in every one of the 5 decades both report.
Head to head by decade
| Decade | IDA only | Nepal | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 732,484 number | 21,469 number | 711,016 number | IDA only |
| 1980s | 865,150 number | 36,929 number | 828,221 number | IDA only |
| 1990s | 1.11 million number | 67,142 number | 1.04 million number | IDA only |
| 2000s | 1.54 million number | 76,721 number | 1.46 million number | IDA only |
| 2010s | 2.18 million number | 104,717 number | 2.07 million number | IDA only |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, IDA only or Nepal?
- IDA only, at 2.47 million number against 111,403 number in Nepal as of 2019.
- What is the difference in teachers in primary education, male between IDA only and Nepal?
- 2.36 million number, with IDA only ahead.
- How many years of comparable data are there for IDA only and Nepal?
- 28 years are reported by both, from 1976 to 2019.
- How do IDA only and Nepal rank globally for teachers in primary education, male?
- IDA only ranks 18th and Nepal ranks 16th of 44 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/