Albania vs New Zealand: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- Albania
- New Zealand
How they compare
New Zealand currently reports 16,952 number against 14,934 number in Albania, a difference of 2,018 number.
That makes New Zealand's figure about 1.1 times Albania's.
The two have swapped places 1 time across 14 shared years of data; in 1997 it was Albania ahead.
Albania ranks 86th and New Zealand ranks 83rd of 141 countries.
Across the 3 decades both report, Albania averaged higher in 2 and New Zealand in 1.
Head to head by decade
| Decade | Albania | New Zealand | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 17,584 number | 12,383 number | 5,201 number | Albania |
| 2000s | 16,114 number | 15,294 number | 820.4 number | Albania |
| 2010s | 15,078 number | 16,592 number | 1,513 number | New Zealand |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, Albania or New Zealand?
- New Zealand, at 16,952 number against 14,934 number in Albania as of 2018.
- What is the difference in teachers in lower secondary education, both sexes between Albania and New Zealand?
- 2,018 number, with New Zealand ahead.
- How many years of comparable data are there for Albania and New Zealand?
- 14 years are reported by both, from 1997 to 2018.
- How do Albania and New Zealand rank globally for teachers in lower secondary education, both sexes?
- Albania ranks 86th and New Zealand ranks 83rd 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.