Arab World vs Romania: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- Arab World
- Romania
How they compare
Arab World currently reports 1.22 million number against 68,248 number in Romania, a difference of 1.15 million number.
That makes Arab World's figure about 17.9 times Romania's.
Across all 23 years both countries report, Arab World has been ahead every year.
Arab World ranks 34th and Romania ranks 35th of 43 groups.
Arab World has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Arab World | Romania | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 726,103 number | 103,252 number | 622,852 number | Arab World |
| 2000s | 951,007 number | 93,781 number | 857,226 number | Arab World |
| 2010s | 1.19 million number | 73,534 number | 1.12 million number | Arab World |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, Arab World or Romania?
- Arab World, at 1.22 million number against 68,248 number in Romania as of 2019.
- What is the difference in teachers in lower secondary education, both sexes between Arab World and Romania?
- 1.15 million number, with Arab World ahead.
- How many years of comparable data are there for Arab World and Romania?
- 23 years are reported by both, from 1996 to 2018.
- How do Arab World and Romania rank globally for teachers in lower secondary education, both sexes?
- Arab World ranks 34th and Romania ranks 35th of 43 groups.
- 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.