Arab World vs Chile: Teachers in upper secondary education, male
Teachers in upper secondary education, male over time
- Arab World
- Chile
How they compare
Arab World currently reports 557,995 number against 25,001 number in Chile, a difference of 532,994 number.
That makes Arab World's figure about 22.3 times Chile's.
Across all 17 years both countries report, Arab World has been ahead every year.
Arab World ranks 32nd and Chile ranks 36th of 44 groups.
Arab World has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Arab World | Chile | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 390,339 number | 13,485 number | 376,854 number | Arab World |
| 2000s | 455,064 number | 18,128 number | 436,936 number | Arab World |
| 2010s | 548,404 number | 22,823 number | 525,581 number | Arab World |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, male, Arab World or Chile?
- Arab World, at 557,995 number against 25,001 number in Chile as of 2019.
- What is the difference in teachers in upper secondary education, male between Arab World and Chile?
- 532,994 number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Chile?
- 17 years are reported by both, from 1999 to 2018.
- How do Arab World and Chile rank globally for teachers in upper secondary education, male?
- Arab World ranks 32nd and Chile ranks 36th of 44 groups.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in upper secondary education, 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 upper secondary education institutions (ISCED 3). 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/