Argentina vs Bangladesh: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Argentina
- Bangladesh
How they compare
Argentina currently reports 73,184 number against 67,826 number in Bangladesh, a difference of 5,358 number.
That makes Argentina's figure about 1.1 times Bangladesh's.
Across all 19 years both countries report, Argentina has been ahead every year.
Argentina ranks 17th and Bangladesh ranks 20th of 159 countries.
Argentina has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | Argentina | Bangladesh | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 23,430 number | 11,156 number | 12,273 number | Argentina |
| 1980s | 31,807 number | 12,774 number | 19,033 number | Argentina |
| 1990s | 46,744 number | 29,454 number | 17,290 number | Argentina |
| 2000s | 65,170 number | 39,522 number | 25,648 number | Argentina |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Argentina or Bangladesh?
- Argentina, at 73,184 number against 67,826 number in Bangladesh as of 2009.
- What is the difference in teachers in tertiary education programmes, male between Argentina and Bangladesh?
- 5,358 number, with Argentina ahead.
- How many years of comparable data are there for Argentina and Bangladesh?
- 19 years are reported by both, from 1970 to 2009.
- How do Argentina and Bangladesh rank globally for teachers in tertiary education programmes, male?
- Argentina ranks 17th and Bangladesh ranks 20th of 159 countries.
- 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/