Ecuador vs Syrian Arab Republic: Teachers in upper secondary education, male
Teachers in upper secondary education, male over time
- Ecuador
- Syrian Arab Republic
How they compare
Syrian Arab Republic currently reports 23,046 number against 21,849 number in Ecuador, a difference of 1,197 number.
That makes Syrian Arab Republic's figure about 1.1 times Ecuador's.
Across all 7 years both countries report, Syrian Arab Republic has been ahead every year.
Ecuador ranks 41st and Syrian Arab Republic ranks 39th of 131 countries.
Syrian Arab Republic has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Ecuador | Syrian Arab Republic | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 16,162 number | 20,737 number | 4,575 number | Syrian Arab Republic |
| 2010s | 19,395 number | 30,438 number | 11,043 number | Syrian Arab Republic |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in upper secondary education, male, Ecuador or Syrian Arab Republic?
- Syrian Arab Republic, at 23,046 number against 21,849 number in Ecuador as of 2013.
- What is the difference in teachers in upper secondary education, male between Ecuador and Syrian Arab Republic?
- 1,197 number, with Syrian Arab Republic ahead.
- How many years of comparable data are there for Ecuador and Syrian Arab Republic?
- 7 years are reported by both, from 2003 to 2013.
- How do Ecuador and Syrian Arab Republic rank globally for teachers in upper secondary education, male?
- Ecuador ranks 41st and Syrian Arab Republic ranks 39th 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/