Afghanistan vs Small states: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- Afghanistan
- Small states
How they compare
Small states currently reports 114,215 number against 58,539 number in Afghanistan, a difference of 55,676 number.
That makes Small states's figure about 2.0 times Afghanistan's.
Across all 10 years both countries report, Small states has been ahead every year.
Afghanistan ranks 38th and Small states ranks 42nd of 141 countries.
Small states has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Afghanistan | Small states | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 29,405 number | 96,154 number | 66,749 number | Small states |
| 2010s | 46,160 number | 104,659 number | 58,499 number | Small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, Afghanistan or Small states?
- Small states, at 114,215 number against 58,539 number in Afghanistan as of 2019.
- What is the difference in teachers in lower secondary education, both sexes between Afghanistan and Small states?
- 55,676 number, with Small states ahead.
- How many years of comparable data are there for Afghanistan and Small states?
- 10 years are reported by both, from 2007 to 2018.
- How do Afghanistan and Small states rank globally for teachers in lower secondary education, both sexes?
- Afghanistan ranks 38th and Small states ranks 42nd of 141 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in lower secondary education, both sexes (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of teachers in public and private lower secondary education institutions (ISCED 2). 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.