Latin America & Caribbean (excluding high income) vs Morocco: Teachers in secondary education, male

Latin America & Caribbean (excluding high income)
1.60 million number
in 2019
Morocco
97,598 number
in 2019
Latin America & Caribbean (excluding high income) rank
29th
Morocco rank
28th

Teachers in secondary education, male over time

  • Latin America & Caribbean (excluding high income)
  • Morocco
0500.0k1.0M1.5M197019942019

How they compare

Latin America & Caribbean (excluding high income) currently reports 1.60 million number against 97,598 number in Morocco, a difference of 1.50 million number.

That makes Latin America & Caribbean (excluding high income)'s figure about 16.4 times Morocco's.

Across all 24 years both countries report, Latin America & Caribbean (excluding high income) has been ahead every year.

Latin America & Caribbean (excluding high income) ranks 29th and Morocco ranks 28th of 45 groups.

Latin America & Caribbean (excluding high income) has averaged higher in every one of the 5 decades both report.

Head to head by decade

Decade Latin America & Caribbean (excluding high income) Morocco Difference Ahead
1970s 602,296 number 14,823 number 587,474 number Latin America & Caribbean (excluding high income)
1980s 1.04 million number 43,021 number 997,064 number Latin America & Caribbean (excluding high income)
1990s 1.07 million number 57,538 number 1.01 million number Latin America & Caribbean (excluding high income)
2000s 1.10 million number 61,426 number 1.04 million number Latin America & Caribbean (excluding high income)
2010s 1.59 million number 93,439 number 1.50 million number Latin America & Caribbean (excluding high income)

Averages of every year both report within each decade.

Frequently asked questions

Which has higher teachers in secondary education, male, Latin America & Caribbean (excluding high income) or Morocco?
Latin America & Caribbean (excluding high income), at 1.60 million number against 97,598 number in Morocco as of 2019.
What is the difference in teachers in secondary education, male between Latin America & Caribbean (excluding high income) and Morocco?
1.50 million number, with Latin America & Caribbean (excluding high income) ahead.
How many years of comparable data are there for Latin America & Caribbean (excluding high income) and Morocco?
24 years are reported by both, from 1971 to 2019.
How do Latin America & Caribbean (excluding high income) and Morocco rank globally for teachers in secondary education, male?
Latin America & Caribbean (excluding high income) ranks 29th and Morocco ranks 28th of 45 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

Share, cite or embed this page

Cite this page

Latin America & Caribbean (excluding high income) vs Morocco: Teachers in secondary education, male. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 08 September 2026, from https://reference.statizoid.com/compare/teachers-in-secondary-education-male-number/latin-america-and-caribbean-excluding-high-income/morocco/

Embed or link this data

Paste this into a page to link back to these figures. The data itself is free to reuse under CC BY 4.0 (World Bank Open Data); please keep the attribution.

<a href="https://reference.statizoid.com/compare/teachers-in-secondary-education-male-number/latin-america-and-caribbean-excluding-high-income/morocco/">Latin America & Caribbean (excluding high income) vs Morocco: Teachers in secondary education, male</a> — Statizoid

About this data

Indicator
Teachers in secondary education, male (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
235 places, 5,697 data points, 1970–2019
Last refreshed

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/