OECD members vs Uzbekistan: Teachers in secondary education, male
Teachers in secondary education, male over time
- OECD members
- Uzbekistan
How they compare
OECD members currently reports 3.37 million number against 145,454 number in Uzbekistan, a difference of 3.22 million number.
That makes OECD members's figure about 23.1 times Uzbekistan's.
Across all 21 years both countries report, OECD members has been ahead every year.
OECD members ranks 14th and Uzbekistan ranks 17th of 43 groups.
OECD members has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | OECD members | Uzbekistan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 3.35 million number | 132,012 number | 3.21 million number | OECD members |
| 2000s | 3.35 million number | 133,089 number | 3.21 million number | OECD members |
| 2010s | 3.38 million number | 141,842 number | 3.23 million number | OECD members |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in secondary education, male, OECD members or Uzbekistan?
- OECD members, at 3.37 million number against 145,454 number in Uzbekistan as of 2019.
- What is the difference in teachers in secondary education, male between OECD members and Uzbekistan?
- 3.22 million number, with OECD members ahead.
- How many years of comparable data are there for OECD members and Uzbekistan?
- 21 years are reported by both, from 1999 to 2019.
- How do OECD members and Uzbekistan rank globally for teachers in secondary education, male?
- OECD members ranks 14th 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/