Central African Republic vs Estonia: Teachers in secondary education, male
Teachers in secondary education, male over time
- Central African Republic
- Estonia
How they compare
Central African Republic currently reports 2,317 number against 2,047 number in Estonia, a difference of 270 number.
That makes Central African Republic's figure about 1.1 times Estonia's.
The two have swapped places 1 time across 5 shared years of data; in 2009 it was Estonia ahead.
Central African Republic ranks 146th and Estonia ranks 149th of 190 countries.
Estonia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Central African Republic | Estonia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 1,026 number | 2,409 number | 1,383 number | Estonia |
| 2010s | 2,106 number | 2,307 number | 201.75 number | Estonia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in secondary education, male, Central African Republic or Estonia?
- Central African Republic, at 2,317 number against 2,047 number in Estonia as of 2017.
- What is the difference in teachers in secondary education, male between Central African Republic and Estonia?
- 270 number, with Central African Republic ahead.
- How many years of comparable data are there for Central African Republic and Estonia?
- 5 years are reported by both, from 2009 to 2017.
- How do Central African Republic and Estonia rank globally for teachers in secondary education, male?
- Central African Republic ranks 146th and Estonia ranks 149th 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/