Brazil vs East Asia & Pacific: Teachers in upper secondary education, male
Teachers in upper secondary education, male over time
- Brazil
- East Asia & Pacific
How they compare
East Asia & Pacific currently reports 2.06 million number against 257,760 number in Brazil, a difference of 1.80 million number.
That makes East Asia & Pacific's figure about 8.0 times Brazil's.
Across all 16 years both countries report, East Asia & Pacific has been ahead every year.
Brazil ranks 5th and East Asia & Pacific ranks 8th of 131 countries.
East Asia & Pacific has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Brazil | East Asia & Pacific | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 193,139 number | 2.03 million number | 1.83 million number | East Asia & Pacific |
| 2010s | 254,188 number | 2.17 million number | 1.91 million number | East Asia & Pacific |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, male, Brazil or East Asia & Pacific?
- East Asia & Pacific, at 2.06 million number against 257,760 number in Brazil as of 2019.
- What is the difference in teachers in upper secondary education, male between Brazil and East Asia & Pacific?
- 1.80 million number, with East Asia & Pacific ahead.
- How many years of comparable data are there for Brazil and East Asia & Pacific?
- 16 years are reported by both, from 2002 to 2018.
- How do Brazil and East Asia & Pacific rank globally for teachers in upper secondary education, male?
- Brazil ranks 5th and East Asia & Pacific ranks 8th 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/