Madagascar vs Middle East, North Africa, Afghanistan & Pakistan (excluding high income): Teachers in primary education, male

Madagascar
59,537 number
in 2019
Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
723,876 number
in 2019
Madagascar rank
32nd
Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank
30th

Teachers in primary education, male over time

  • Madagascar
  • Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
0200.0k400.0k600.0k800.0k197019942019

How they compare

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) currently reports 723,876 number against 59,537 number in Madagascar, a difference of 664,339 number.

That makes Middle East, North Africa, Afghanistan & Pakistan (excluding high income)'s figure about 12.2 times Madagascar's.

Across all 28 years both countries report, Middle East, North Africa, Afghanistan & Pakistan (excluding high income) has been ahead every year.

Madagascar ranks 32nd and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 30th of 196 countries.

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) has averaged higher in every one of the 5 decades both report.

Head to head by decade

Decade Madagascar Middle East, North Africa, Afghanistan & Pakistan (excluding high income) Difference Ahead
1970s 10,890 number 297,755 number 286,865 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
1980s 17,767 number 562,585 number 544,818 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
1990s 18,797 number 684,052 number 665,256 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
2000s 27,877 number 721,193 number 693,316 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
2010s 51,052 number 718,289 number 667,237 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)

Averages of every year both report within each decade.

Frequently asked questions

Which has higher teachers in primary education, male, Madagascar or Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
Middle East, North Africa, Afghanistan & Pakistan (excluding high income), at 723,876 number against 59,537 number in Madagascar as of 2019.
What is the difference in teachers in primary education, male between Madagascar and Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
664,339 number, with Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ahead.
How many years of comparable data are there for Madagascar and Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
28 years are reported by both, from 1971 to 2019.
How do Madagascar and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank globally for teachers in primary education, male?
Madagascar ranks 32nd and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 30th 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.

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Madagascar vs Middle East, North Africa, Afghanistan & Pakistan (excluding high income): Teachers in primary education, male. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 16 September 2026, from https://reference.statizoid.com/compare/teachers-in-primary-education-male-number/madagascar/middle-east-north-africa-afghanistan-and-pakistan-excluding-high-income/

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About this data

Indicator
Teachers in primary education, male (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
241 places, 7,382 data points, 1970–2020
Last refreshed

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/