Hong Kong, China vs Kyrgyzstan: Teachers in secondary education, male
Teachers in secondary education, male over time
- Hong Kong, China
- Kyrgyzstan
How they compare
Hong Kong, China currently reports 13,734 number against 13,608 number in Kyrgyzstan, a difference of 126 number.
The two have swapped places 3 times across 20 shared years of data; in 1999 it was Kyrgyzstan ahead.
Hong Kong, China ranks 102nd and Kyrgyzstan ranks 103rd of 190 countries.
Across the 3 decades both report, Hong Kong, China averaged higher in 1 and Kyrgyzstan in 2.
Head to head by decade
| Decade | Hong Kong, China | Kyrgyzstan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 11,643 number | 15,477 number | 3,834 number | Kyrgyzstan |
| 2000s | 12,363 number | 14,122 number | 1,760 number | Kyrgyzstan |
| 2010s | 13,343 number | 12,336 number | 1,008 number | Hong Kong, China |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in secondary education, male, Hong Kong, China or Kyrgyzstan?
- Hong Kong, China, at 13,734 number against 13,608 number in Kyrgyzstan as of 2019.
- What is the difference in teachers in secondary education, male between Hong Kong, China and Kyrgyzstan?
- 126 number, with Hong Kong, China ahead.
- How many years of comparable data are there for Hong Kong, China and Kyrgyzstan?
- 20 years are reported by both, from 1999 to 2019.
- How do Hong Kong, China and Kyrgyzstan rank globally for teachers in secondary education, male?
- Hong Kong, China ranks 102nd and Kyrgyzstan ranks 103rd 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/