High income vs Uzbekistan: Teachers in secondary education, male
Teachers in secondary education, male over time
- High income
- Uzbekistan
How they compare
High income currently reports 2.83 million number against 145,454 number in Uzbekistan, a difference of 2.68 million number.
That makes High income's figure about 19.5 times Uzbekistan's.
Across all 21 years both countries report, High income has been ahead every year.
High income ranks 16th and Uzbekistan ranks 17th of 43 groups.
High income has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | High income | Uzbekistan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 3.04 million number | 132,012 number | 2.91 million number | High income |
| 2000s | 3.01 million number | 133,089 number | 2.88 million number | High income |
| 2010s | 2.93 million number | 141,842 number | 2.79 million number | High income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in secondary education, male, High income or Uzbekistan?
- High income, at 2.83 million number against 145,454 number in Uzbekistan as of 2019.
- What is the difference in teachers in secondary education, male between High income and Uzbekistan?
- 2.68 million number, with High income ahead.
- How many years of comparable data are there for High income and Uzbekistan?
- 21 years are reported by both, from 1999 to 2019.
- How do High income and Uzbekistan rank globally for teachers in secondary education, male?
- High income ranks 16th and Uzbekistan ranks 17th of 43 groups.
- 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/