Bangladesh vs Pakistan: Teachers in secondary education, male
Teachers in secondary education, male over time
- Bangladesh
- Pakistan
How they compare
Bangladesh currently reports 318,357 number against 258,785 number in Pakistan, a difference of 59,572 number.
That makes Bangladesh's figure about 1.2 times Pakistan's.
The two have swapped places 2 times across 9 shared years of data; in 1979 it was Bangladesh ahead.
Bangladesh ranks 9th and Pakistan ranks 12th of 190 countries.
Across the 4 decades both report, Bangladesh averaged higher in 2 and Pakistan in 2.
Head to head by decade
| Decade | Bangladesh | Pakistan | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 98,253 number | 85,881 number | 12,372 number | Bangladesh |
| 1980s | 106,706 number | 107,289 number | 583 number | Pakistan |
| 1990s | 118,442 number | 128,501 number | 10,059 number | Pakistan |
| 2010s | 346,975 number | 252,147 number | 94,828 number | Bangladesh |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in secondary education, male, Bangladesh or Pakistan?
- Bangladesh, at 318,357 number against 258,785 number in Pakistan as of 2019.
- What is the difference in teachers in secondary education, male between Bangladesh and Pakistan?
- 59,572 number, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Pakistan?
- 9 years are reported by both, from 1979 to 2018.
- How do Bangladesh and Pakistan rank globally for teachers in secondary education, male?
- Bangladesh ranks 9th and Pakistan ranks 12th of 190 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in secondary 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 secondary education institutions (ISCED 2 and 3). 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/