China vs European Union: Teachers in upper secondary education, male
Teachers in upper secondary education, male over time
- China
- European Union
How they compare
China currently reports 1.27 million number against 694,847 number in European Union, a difference of 577,953 number.
That makes China's figure about 1.8 times European Union's.
The two have swapped places 3 times across 19 shared years of data; in 1996 it was European Union ahead.
China ranks 2nd and European Union ranks 2nd of 131 countries.
Across the 3 decades both report, China averaged higher in 2 and European Union in 1.
Head to head by decade
| Decade | China | European Union | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 860,430 number | 963,652 number | 103,222 number | European Union |
| 2000s | 1.08 million number | 785,911 number | 296,652 number | China |
| 2010s | 1.35 million number | 706,884 number | 643,360 number | China |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, male, China or European Union?
- China, at 1.27 million number against 694,847 number in European Union as of 2019.
- What is the difference in teachers in upper secondary education, male between China and European Union?
- 577,953 number, with China ahead.
- How many years of comparable data are there for China and European Union?
- 19 years are reported by both, from 1996 to 2019.
- How do China and European Union rank globally for teachers in upper secondary education, male?
- China ranks 2nd and European Union ranks 2nd 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/