IDA total vs Malaysia: Teachers in tertiary education programmes, male
Teachers in tertiary education programmes, male over time
- IDA total
- Malaysia
How they compare
IDA total currently reports 471,035 number against 35,466 number in Malaysia, a difference of 435,569 number.
That makes IDA total's figure about 13.3 times Malaysia's.
Across all 21 years both countries report, IDA total has been ahead every year.
IDA total ranks 28th and Malaysia ranks 29th of 45 groups.
IDA total has averaged higher in every one of the 4 decades both report.
Head to head by decade
| Decade | IDA total | Malaysia | Difference | Ahead |
|---|---|---|---|---|
| 1970s | 81,542 number | 4,013 number | 77,529 number | IDA total |
| 1980s | 98,681 number | 5,281 number | 93,400 number | IDA total |
| 2000s | 243,300 number | 23,400 number | 219,901 number | IDA total |
| 2010s | 440,146 number | 34,710 number | 405,437 number | IDA total |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in tertiary education programmes, male, IDA total or Malaysia?
- IDA total, at 471,035 number against 35,466 number in Malaysia as of 2019.
- What is the difference in teachers in tertiary education programmes, male between IDA total and Malaysia?
- 435,569 number, with IDA total ahead.
- How many years of comparable data are there for IDA total and Malaysia?
- 21 years are reported by both, from 1979 to 2019.
- How do IDA total and Malaysia rank globally for teachers in tertiary education programmes, male?
- IDA total ranks 28th 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/