Arab World vs Malaysia: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Arab World
- Malaysia
How they compare
Arab World currently reports 311,687 number against 35,466 number in Malaysia, a difference of 276,221 number.
That makes Arab World's figure about 8.8 times Malaysia's.
Across all 19 years both countries report, Arab World has been ahead every year.
Arab World ranks 32nd and Malaysia ranks 29th of 45 groups.
Arab World has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Arab World | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 72,259 number | 5,858 number | 66,401 number | Arab World |
| 2000s | 176,696 number | 23,400 number | 153,296 number | Arab World |
| 2010s | 270,883 number | 34,710 number | 236,174 number | Arab World |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Arab World or Malaysia?
- Arab World, at 311,687 number against 35,466 number in Malaysia as of 2019.
- What is the difference in teachers in tertiary education programmes, male between Arab World and Malaysia?
- 276,221 number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Malaysia?
- 19 years are reported by both, from 1984 to 2019.
- How do Arab World and Malaysia rank globally for teachers in tertiary education programmes, male?
- Arab World ranks 32nd and Malaysia ranks 29th of 45 groups.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in tertiary education programmes, 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 tertiary education institutions (ISCED 5-8). 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/