Bangladesh vs Italy: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- Bangladesh
- Italy
How they compare
Bangladesh currently reports 193,042 number against 173,246 number in Italy, a difference of 19,796 number.
That makes Bangladesh's figure about 1.1 times Italy's.
The two have swapped places 1 time across 13 shared years of data; in 1998 it was Italy ahead.
Bangladesh ranks 16th and Italy ranks 17th of 141 countries.
Across the 3 decades both report, Bangladesh averaged higher in 2 and Italy in 1.
Head to head by decade
| Decade | Bangladesh | Italy | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 133,338 number | 180,374 number | 47,035 number | Italy |
| 2000s | 183,264 number | 181,388 number | 1,876 number | Bangladesh |
| 2010s | 212,719 number | 171,436 number | 41,282 number | Bangladesh |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, Bangladesh or Italy?
- Bangladesh, at 193,042 number against 173,246 number in Italy as of 2019.
- What is the difference in teachers in lower secondary education, both sexes between Bangladesh and Italy?
- 19,796 number, with Bangladesh ahead.
- How many years of comparable data are there for Bangladesh and Italy?
- 13 years are reported by both, from 1998 to 2017.
- How do Bangladesh and Italy rank globally for teachers in lower secondary education, both sexes?
- Bangladesh ranks 16th and Italy ranks 17th 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.