Bangladesh vs Italy: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- Bangladesh
- Italy
How they compare
Bangladesh currently reports 67,826 number against 58,097 number in Italy, a difference of 9,729 number.
That makes Bangladesh's figure about 1.2 times Italy's.
The two have swapped places 1 time across 17 shared years of data; in 1999 it was Italy ahead.
Bangladesh ranks 20th and Italy ranks 22nd of 159 countries.
Across the 3 decades both report, Bangladesh averaged higher in 1 and Italy in 2.
Head to head by decade
| Decade | Bangladesh | Italy | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 29,454 number | 52,290 number | 22,836 number | Italy |
| 2000s | 41,941 number | 61,210 number | 19,269 number | Italy |
| 2010s | 69,635 number | 60,369 number | 9,266 number | Bangladesh |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, Bangladesh or Italy?
- Bangladesh, at 67,826 number against 58,097 number in Italy as of 2019.
- What is the difference in teachers in tertiary education programmes, male between Bangladesh and Italy?
- 9,729 number, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Italy?
- 17 years are reported by both, from 1999 to 2018.
- How do Bangladesh and Italy rank globally for teachers in tertiary education programmes, male?
- Bangladesh ranks 20th and Italy ranks 22nd 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/