Angola vs Other small states: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- Angola
- Other small states
How they compare
Other small states currently reports 87,299 number against 53,242 number in Angola, a difference of 34,057 number.
That makes Other small states's figure about 1.6 times Angola's.
Across all 5 years both countries report, Other small states has been ahead every year.
Angola ranks 42nd and Other small states ranks 43rd of 141 countries.
Other small states has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Angola | Other small states | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 11,529 number | 49,502 number | 37,973 number | Other small states |
| 2010s | 34,315 number | 76,045 number | 41,730 number | Other small states |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, Angola or Other small states?
- Other small states, at 87,299 number against 53,242 number in Angola as of 2019.
- What is the difference in teachers in lower secondary education, both sexes between Angola and Other small states?
- 34,057 number, with Other small states ahead.
- How many years of comparable data are there for Angola and Other small states?
- 5 years are reported by both, from 1998 to 2016.
- How do Angola and Other small states rank globally for teachers in lower secondary education, both sexes?
- Angola ranks 42nd and Other small states ranks 43rd 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.