Malaysia vs Middle East, North Africa, Afghanistan & Pakistan (excluding high income): Teachers in tertiary education programmes, male

Malaysia
35,466 number
in 2019
Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
403,938 number
in 2019
Malaysia rank
29th
Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank
29th

Teachers in tertiary education programmes, male over time

  • Malaysia
  • Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
0100.0k200.0k300.0k400.0k197219952019

How they compare

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) currently reports 403,938 number against 35,466 number in Malaysia, a difference of 368,472 number.

That makes Middle East, North Africa, Afghanistan & Pakistan (excluding high income)'s figure about 11.4 times Malaysia's.

Across all 21 years both countries report, Middle East, North Africa, Afghanistan & Pakistan (excluding high income) has been ahead every year.

Malaysia ranks 29th and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 29th of 159 countries.

Middle East, North Africa, Afghanistan & Pakistan (excluding high income) has averaged higher in every one of the 4 decades both report.

Head to head by decade

Decade Malaysia Middle East, North Africa, Afghanistan & Pakistan (excluding high income) Difference Ahead
1970s 4,013 number 59,433 number 55,420 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
1980s 5,281 number 75,134 number 69,853 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
2000s 23,400 number 230,766 number 207,366 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)
2010s 34,710 number 380,785 number 346,076 number Middle East, North Africa, Afghanistan & Pakistan (excluding high income)

Averages of every year both report within each decade.

Frequently asked questions

Which has higher teachers in tertiary education programmes, male, Malaysia or Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
Middle East, North Africa, Afghanistan & Pakistan (excluding high income), at 403,938 number against 35,466 number in Malaysia as of 2019.
What is the difference in teachers in tertiary education programmes, male between Malaysia and Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
368,472 number, with Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ahead.
How many years of comparable data are there for Malaysia and Middle East, North Africa, Afghanistan & Pakistan (excluding high income)?
21 years are reported by both, from 1979 to 2019.
How do Malaysia and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) rank globally for teachers in tertiary education programmes, male?
Malaysia ranks 29th and Middle East, North Africa, Afghanistan & Pakistan (excluding high income) ranks 29th 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.

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Malaysia vs Middle East, North Africa, Afghanistan & Pakistan (excluding high income): Teachers in tertiary education programmes, male. Statizoid, drawing on UNESCO Institute for Statistics. Retrieved 15 September 2026, from https://reference.statizoid.com/compare/teachers-in-tertiary-education-programmes-male-number/malaysia/middle-east-north-africa-afghanistan-and-pakistan-excluding-high-income/

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About this data

Indicator
Teachers in tertiary education programmes, male (number)
Unit
number
Source
UNESCO Institute for Statistics
Licence
CC BY 4.0 (World Bank Open Data)
Coverage
204 places, 4,712 data points, 1970–2020
Last refreshed

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/