Czechia vs Ethiopia: Teachers in upper secondary education, male
Teachers in upper secondary education, male over time
- Czechia
- Ethiopia
How they compare
Ethiopia currently reports 16,492 number against 15,377 number in Czechia, a difference of 1,115 number.
That makes Ethiopia's figure about 1.1 times Czechia's.
The two have swapped places 1 time across 8 shared years of data; in 1994 it was Czechia ahead.
Czechia ranks 50th and Ethiopia ranks 47th of 131 countries.
Across the 3 decades both report, Czechia averaged higher in 2 and Ethiopia in 1.
Head to head by decade
| Decade | Czechia | Ethiopia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 29,618 number | 11,306 number | 18,312 number | Czechia |
| 2000s | 17,908 number | 12,452 number | 5,456 number | Czechia |
| 2010s | 16,434 number | 19,290 number | 2,856 number | Ethiopia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, male, Czechia or Ethiopia?
- Ethiopia, at 16,492 number against 15,377 number in Czechia as of 2015.
- What is the difference in teachers in upper secondary education, male between Czechia and Ethiopia?
- 1,115 number, with Ethiopia ahead.
- How many years of comparable data are there for Czechia and Ethiopia?
- 8 years are reported by both, from 1994 to 2012.
- How do Czechia and Ethiopia rank globally for teachers in upper secondary education, male?
- Czechia ranks 50th and Ethiopia ranks 47th 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/