Croatia vs Hong Kong, China: Teachers in secondary education, male
Teachers in secondary education, male over time
- Croatia
- Hong Kong, China
How they compare
Croatia currently reports 15,592 number against 13,734 number in Hong Kong, China, a difference of 1,858 number.
That makes Croatia's figure about 1.1 times Hong Kong, China's.
The two have swapped places 1 time across 19 shared years of data; in 1996 it was Hong Kong, China ahead.
Croatia ranks 99th and Hong Kong, China ranks 102nd of 190 countries.
Across the 3 decades both report, Croatia averaged higher in 2 and Hong Kong, China in 1.
Head to head by decade
| Decade | Croatia | Hong Kong, China | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 11,372 number | 11,664 number | 291 number | Hong Kong, China |
| 2000s | 13,043 number | 12,386 number | 656.89 number | Croatia |
| 2010s | 15,221 number | 13,238 number | 1,982 number | Croatia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in secondary education, male, Croatia or Hong Kong, China?
- Croatia, at 15,592 number against 13,734 number in Hong Kong, China as of 2018.
- What is the difference in teachers in secondary education, male between Croatia and Hong Kong, China?
- 1,858 number, with Croatia ahead.
- How many years of comparable data are there for Croatia and Hong Kong, China?
- 19 years are reported by both, from 1996 to 2018.
- How do Croatia and Hong Kong, China rank globally for teachers in secondary education, male?
- Croatia ranks 99th and Hong Kong, China ranks 102nd 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/