Slovenia, Republic of vs Tonga: Teachers in primary education, male
Teachers in primary education, male over time
- Slovenia, Republic of
- Tonga
How they compare
Slovenia, Republic of currently reports 233 number against 217 number in Tonga, a difference of 16 number.
That makes Slovenia, Republic of's figure about 1.1 times Tonga's.
The two have swapped places 3 times across 18 shared years of data; in 1993 it was Slovenia, Republic of ahead.
Slovenia, Republic of ranks 170th and Tonga ranks 172nd of 196 countries.
Across the 3 decades both report, Slovenia, Republic of averaged higher in 1 and Tonga in 2.
Head to head by decade
| Decade | Slovenia, Republic of | Tonga | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 469.5 number | 246.5 number | 223 number | Slovenia, Republic of |
| 2000s | 195.71 number | 246.14 number | 50.43 number | Tonga |
| 2010s | 184.6 number | 202.8 number | 18.2 number | Tonga |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, Slovenia, Republic of or Tonga?
- Slovenia, Republic of, at 233 number against 217 number in Tonga as of 2016.
- What is the difference in teachers in primary education, male between Slovenia, Republic of and Tonga?
- 16 number, with Slovenia, Republic of ahead.
- How many years of comparable data are there for Slovenia, Republic of and Tonga?
- 18 years are reported by both, from 1993 to 2015.
- How do Slovenia, Republic of and Tonga rank globally for teachers in primary education, male?
- Slovenia, Republic of ranks 170th and Tonga ranks 172nd 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/