Central African Republic vs Latvia: Teachers in secondary education, male
Teachers in secondary education, male over time
- Central African Republic
- Latvia
How they compare
Latvia currently reports 2,438 number against 2,317 number in Central African Republic, a difference of 121 number.
That makes Latvia's figure about 1.1 times Central African Republic's.
The two have swapped places 2 times across 6 shared years of data; in 2009 it was Latvia ahead.
Central African Republic ranks 146th and Latvia ranks 144th of 190 countries.
Latvia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Central African Republic | Latvia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 1,026 number | 3,290 number | 2,264 number | Latvia |
| 2010s | 2,013 number | 2,693 number | 680.2 number | Latvia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in secondary education, male, Central African Republic or Latvia?
- Latvia, at 2,438 number against 2,317 number in Central African Republic as of 2018.
- What is the difference in teachers in secondary education, male between Central African Republic and Latvia?
- 121 number, with Latvia ahead.
- How many years of comparable data are there for Central African Republic and Latvia?
- 6 years are reported by both, from 2009 to 2017.
- How do Central African Republic and Latvia rank globally for teachers in secondary education, male?
- Central African Republic ranks 146th and Latvia ranks 144th 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/