Belarus vs Croatia: Teachers in secondary education, male

Belarus
15,103 number
in 2018
Croatia
15,592 number
in 2018
Belarus rank
100th
Croatia rank
99th

Teachers in secondary education, male over time

  • Belarus
  • Croatia
05.0k10.0k15.0k20.0k197219952018

How they compare

Croatia currently reports 15,592 number against 15,103 number in Belarus, a difference of 489 number.

The two have swapped places 1 time across 5 shared years of data; in 2013 it was Belarus ahead.

Belarus ranks 100th and Croatia ranks 99th of 190 countries.

Belarus has averaged higher in every one of the 1 decades both report.

Frequently asked questions

Which has higher teachers in secondary education, male, Belarus or Croatia?
Croatia, at 15,592 number against 15,103 number in Belarus as of 2018.
What is the difference in teachers in secondary education, male between Belarus and Croatia?
489 number, with Croatia ahead.
How many years of comparable data are there for Belarus and Croatia?
5 years are reported by both, from 2013 to 2018.
How do Belarus and Croatia rank globally for teachers in secondary education, male?
Belarus ranks 100th and Croatia ranks 99th 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.

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Belarus vs Croatia: Teachers in secondary education, male. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 23 August 2026, from https://reference.statizoid.com/compare/teachers-in-secondary-education-male-number/belarus/croatia/

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About this data

Indicator
Teachers in secondary education, male (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
235 places, 5,697 data points, 1970–2019
Last refreshed

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/