Cambodia vs Chile: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- Cambodia
- Chile
How they compare
Cambodia currently reports 29,445 number against 27,644 number in Chile, a difference of 1,801 number.
That makes Cambodia's figure about 1.1 times Chile's.
The two have swapped places 3 times across 16 shared years of data; in 1999 it was Chile ahead.
Cambodia ranks 61st and Chile ranks 63rd of 141 countries.
Across the 3 decades both report, Cambodia averaged higher in 1 and Chile in 2.
Head to head by decade
| Decade | Cambodia | Chile | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 13,769 number | 15,594 number | 1,825 number | Chile |
| 2000s | 19,433 number | 21,876 number | 2,443 number | Chile |
| 2010s | 27,783 number | 25,686 number | 2,097 number | Cambodia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, Cambodia or Chile?
- Cambodia, at 29,445 number against 27,644 number in Chile as of 2019.
- What is the difference in teachers in lower secondary education, both sexes between Cambodia and Chile?
- 1,801 number, with Cambodia ahead.
- How many years of comparable data are there for Cambodia and Chile?
- 16 years are reported by both, from 1999 to 2018.
- How do Cambodia and Chile rank globally for teachers in lower secondary education, both sexes?
- Cambodia ranks 61st and Chile ranks 63rd 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.