China vs IBRD only: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- China
- IBRD only
How they compare
IBRD only currently reports 14.22 million number against 3.71 million number in China, a difference of 10.51 million number.
That makes IBRD only's figure about 3.8 times China's.
Across all 22 years both countries report, IBRD only has been ahead every year.
China ranks 1st and IBRD only ranks 4th of 141 countries.
IBRD only has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | China | IBRD only | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 2.92 million number | 10.04 million number | 7.12 million number | IBRD only |
| 2000s | 3.52 million number | 11.36 million number | 7.84 million number | IBRD only |
| 2010s | 3.61 million number | 12.79 million number | 9.17 million number | IBRD only |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, China or IBRD only?
- IBRD only, at 14.22 million number against 3.71 million number in China as of 2019.
- What is the difference in teachers in lower secondary education, both sexes between China and IBRD only?
- 10.51 million number, with IBRD only ahead.
- How many years of comparable data are there for China and IBRD only?
- 22 years are reported by both, from 1995 to 2019.
- How do China and IBRD only rank globally for teachers in lower secondary education, both sexes?
- China ranks 1st and IBRD only ranks 4th 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.