IDA blend vs Tanzania: Teachers in secondary education, male
Teachers in secondary education, male over time
- IDA blend
- Tanzania
How they compare
IDA blend currently reports 967,150 number against 70,631 number in Tanzania, a difference of 896,519 number.
That makes IDA blend's figure about 13.7 times Tanzania's.
Across all 22 years both countries report, IDA blend has been ahead every year.
IDA blend ranks 36th and Tanzania ranks 38th of 43 groups.
IDA blend has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | IDA blend | Tanzania | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 163,623 number | 2,062 number | 161,561 number | IDA blend |
| 1980s | 350,154 number | 4,833 number | 345,321 number | IDA blend |
| 1990s | 459,777 number | 8,358 number | 451,420 number | IDA blend |
| 2010s | 930,899 number | 68,324 number | 862,574 number | IDA blend |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in secondary education, male, IDA blend or Tanzania?
- IDA blend, at 967,150 number against 70,631 number in Tanzania as of 2019.
- What is the difference in teachers in secondary education, male between IDA blend and Tanzania?
- 896,519 number, with IDA blend ahead.
- How many years of comparable data are there for IDA blend and Tanzania?
- 22 years are reported by both, from 1970 to 2019.
- How do IDA blend and Tanzania rank globally for teachers in secondary education, male?
- IDA blend ranks 36th and Tanzania ranks 38th 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/