Low income vs Malaysia: Teachers in primary education, male (number)
Teachers in primary education, male (number) over time
- Low income
- Malaysia
How they compare
Low income currently reports 1.64 million number against 71,427 number in Malaysia, a difference of 1.57 million number.
That makes Low income's figure about 23.0 times Malaysia's.
Across all 38 years both countries report, Low income has been ahead every year.
Low income ranks 23rd and Malaysia ranks 26th of 45 groups.
Low income has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Low income | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 454,404 number | 45,073 number | 409,331 number | Low income |
| 1990s | 595,012 number | 53,935 number | 541,077 number | Low income |
| 2000s | 923,163 number | 61,923 number | 861,240 number | Low income |
| 2010s | 1.43 million number | 80,042 number | 1.35 million number | Low income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, Low income or Malaysia?
- Low income, at 1.64 million number against 71,427 number in Malaysia as of 2019.
- What is the difference in teachers in primary education, male between Low income and Malaysia?
- 1.57 million number, with Low income ahead.
- How many years of comparable data are there for Low income and Malaysia?
- 38 years are reported by both, from 1980 to 2019.
- How do Low income and Malaysia rank globally for teachers in primary education, male?
- Low income ranks 23rd and Malaysia ranks 26th of 45 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/