Philippines vs Spain: Teachers in primary education, male
Teachers in primary education, male over time
- Philippines
- Spain
How they compare
Philippines currently reports 62,683 number against 53,750 number in Spain, a difference of 8,933 number.
That makes Philippines's figure about 1.2 times Spain's.
The two have swapped places 5 times across 19 shared years of data; in 1971 it was Spain ahead.
Philippines ranks 31st and Spain ranks 33rd of 196 countries.
Across the 5 decades both report, Philippines averaged higher in 2 and Spain in 3.
Head to head by decade
| Decade | Philippines | Spain | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 47,153 number | 48,464 number | 1,311 number | Spain |
| 1980s | 45,209 number | 42,508 number | 2,701 number | Philippines |
| 1990s | 45,006 number | 53,599 number | 8,594 number | Spain |
| 2000s | 45,441 number | 53,902 number | 8,461 number | Spain |
| 2010s | 60,677 number | 54,268 number | 6,410 number | Philippines |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, Philippines or Spain?
- Philippines, at 62,683 number against 53,750 number in Spain as of 2018.
- What is the difference in teachers in primary education, male between Philippines and Spain?
- 8,933 number, with Philippines ahead.
- How many years of comparable data are there for Philippines and Spain?
- 19 years are reported by both, from 1971 to 2018.
- How do Philippines and Spain rank globally for teachers in primary education, male?
- Philippines ranks 31st and Spain ranks 33rd 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/