Bangladesh vs IBRD only: Teachers in upper secondary education, male
Teachers in upper secondary education, male over time
- Bangladesh
- IBRD only
How they compare
IBRD only currently reports 4.85 million number against 170,636 number in Bangladesh, a difference of 4.68 million number.
That makes IBRD only's figure about 28.4 times Bangladesh's.
Across all 20 years both countries report, IBRD only has been ahead every year.
Bangladesh ranks 7th and IBRD only ranks 4th of 131 countries.
IBRD only has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bangladesh | IBRD only | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 108,736 number | 2.84 million number | 2.73 million number | IBRD only |
| 2000s | 143,202 number | 3.78 million number | 3.64 million number | IBRD only |
| 2010s | 163,971 number | 4.64 million number | 4.48 million number | IBRD only |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, male, Bangladesh or IBRD only?
- IBRD only, at 4.85 million number against 170,636 number in Bangladesh as of 2019.
- What is the difference in teachers in upper secondary education, male between Bangladesh and IBRD only?
- 4.68 million number, with IBRD only ahead.
- How many years of comparable data are there for Bangladesh and IBRD only?
- 20 years are reported by both, from 1998 to 2019.
- How do Bangladesh and IBRD only rank globally for teachers in upper secondary education, male?
- Bangladesh ranks 7th and IBRD only ranks 4th of 131 countries.
- 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/