South Asia vs Türkiye: Teachers in primary education, male
Teachers in primary education, male over time
- South Asia
- Türkiye
How they compare
South Asia currently reports 2.64 million number against 113,080 number in Türkiye, a difference of 2.53 million number.
That makes South Asia's figure about 23.4 times Türkiye's.
Across all 28 years both countries report, South Asia has been ahead every year.
South Asia ranks 12th and Türkiye ranks 15th of 43 groups.
South Asia has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | South Asia | Türkiye | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 1.42 million number | 100,168 number | 1.32 million number | South Asia |
| 1980s | 1.79 million number | 125,537 number | 1.66 million number | South Asia |
| 1990s | 2.12 million number | 132,559 number | 1.99 million number | South Asia |
| 2010s | 2.79 million number | 122,068 number | 2.67 million number | South Asia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in primary education, male, South Asia or Türkiye?
- South Asia, at 2.64 million number against 113,080 number in Türkiye as of 2019.
- What is the difference in teachers in primary education, male between South Asia and Türkiye?
- 2.53 million number, with South Asia ahead.
- How many years of comparable data are there for South Asia and Türkiye?
- 28 years are reported by both, from 1971 to 2018.
- How do South Asia and Türkiye rank globally for teachers in primary education, male?
- South Asia ranks 12th and Türkiye ranks 15th of 43 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/