Burkina Faso vs Guatemala: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- Burkina Faso
- Guatemala
How they compare
Burkina Faso currently reports 47,092 number against 45,064 number in Guatemala, a difference of 2,028 number.
The two have swapped places 1 time across 6 shared years of data; in 1999 it was Guatemala ahead.
Burkina Faso ranks 44th and Guatemala ranks 45th of 141 countries.
Guatemala has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Burkina Faso | Guatemala | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 4,775 number | 19,726 number | 14,951 number | Guatemala |
| 2000s | 12,504 number | 39,103 number | 26,599 number | Guatemala |
| 2010s | 42,178 number | 58,271 number | 16,093 number | Guatemala |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, Burkina Faso or Guatemala?
- Burkina Faso, at 47,092 number against 45,064 number in Guatemala as of 2019.
- What is the difference in teachers in lower secondary education, both sexes between Burkina Faso and Guatemala?
- 2,028 number, with Burkina Faso ahead.
- How many years of comparable data are there for Burkina Faso and Guatemala?
- 6 years are reported by both, from 1999 to 2019.
- How do Burkina Faso and Guatemala rank globally for teachers in lower secondary education, both sexes?
- Burkina Faso ranks 44th and Guatemala ranks 45th 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.