Iraq vs OECD members: Teachers in primary education, male
Teachers in primary education, male over time
- Iraq
- OECD members
How they compare
OECD members currently reports 1.22 million number against 89,470 number in Iraq, a difference of 1.13 million number.
That makes OECD members's figure about 13.7 times Iraq's.
Across all 28 years both countries report, OECD members has been ahead every year.
Iraq ranks 23rd and OECD members ranks 23rd of 196 countries.
OECD members has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Iraq | OECD members | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 40,028 number | 1.26 million number | 1.22 million number | OECD members |
| 1980s | 44,280 number | 1.32 million number | 1.28 million number | OECD members |
| 1990s | 39,595 number | 1.29 million number | 1.25 million number | OECD members |
| 2000s | 64,116 number | 1.22 million number | 1.15 million number | OECD members |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, Iraq or OECD members?
- OECD members, at 1.22 million number against 89,470 number in Iraq as of 2019.
- What is the difference in teachers in primary education, male between Iraq and OECD members?
- 1.13 million number, with OECD members ahead.
- How many years of comparable data are there for Iraq and OECD members?
- 28 years are reported by both, from 1971 to 2007.
- How do Iraq and OECD members rank globally for teachers in primary education, male?
- Iraq ranks 23rd and OECD members ranks 23rd 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/