Bosnia and Herzegovina vs Mozambique: Teachers in upper secondary education, male
Teachers in upper secondary education, male over time
- Bosnia and Herzegovina
- Mozambique
How they compare
Bosnia and Herzegovina currently reports 4,815 number against 4,710 number in Mozambique, a difference of 105 number.
Across all 5 years both countries report, Bosnia and Herzegovina has been ahead every year.
Bosnia and Herzegovina ranks 78th and Mozambique ranks 79th of 131 countries.
Bosnia and Herzegovina has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Bosnia and Herzegovina | Mozambique | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 5,289 number | 2,352 number | 2,936 number | Bosnia and Herzegovina |
| 2010s | 5,404 number | 4,710 number | 694 number | Bosnia and Herzegovina |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, male, Bosnia and Herzegovina or Mozambique?
- Bosnia and Herzegovina, at 4,815 number against 4,710 number in Mozambique as of 2019.
- What is the difference in teachers in upper secondary education, male between Bosnia and Herzegovina and Mozambique?
- 105 number, with Bosnia and Herzegovina ahead.
- How many years of comparable data are there for Bosnia and Herzegovina and Mozambique?
- 5 years are reported by both, from 2006 to 2013.
- How do Bosnia and Herzegovina and Mozambique rank globally for teachers in upper secondary education, male?
- Bosnia and Herzegovina ranks 78th and Mozambique ranks 79th 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/