Bangladesh vs Japan: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- Bangladesh
- Japan
How they compare
Japan currently reports 280,827 number against 193,042 number in Bangladesh, a difference of 87,785 number.
That makes Japan's figure about 1.5 times Bangladesh's.
Across all 18 years both countries report, Japan has been ahead every year.
Bangladesh ranks 16th and Japan ranks 13th of 141 countries.
Japan has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bangladesh | Japan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 133,338 number | 269,503 number | 136,164 number | Japan |
| 2000s | 187,029 number | 260,923 number | 73,894 number | Japan |
| 2010s | 207,688 number | 276,282 number | 68,594 number | Japan |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, Bangladesh or Japan?
- Japan, at 280,827 number against 193,042 number in Bangladesh as of 2018.
- What is the difference in teachers in lower secondary education, both sexes between Bangladesh and Japan?
- 87,785 number, with Japan ahead.
- How many years of comparable data are there for Bangladesh and Japan?
- 18 years are reported by both, from 1998 to 2017.
- How do Bangladesh and Japan rank globally for teachers in lower secondary education, both sexes?
- Bangladesh ranks 16th and Japan ranks 13th 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.