Ghana vs Saudi Arabia: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- Ghana
- Saudi Arabia
How they compare
Ghana currently reports 128,074 number against 117,774 number in Saudi Arabia, a difference of 10,300 number.
That makes Ghana's figure about 1.1 times Saudi Arabia's.
The two have swapped places 1 time across 10 shared years of data; in 2005 it was Saudi Arabia ahead.
Ghana ranks 24th and Saudi Arabia ranks 26th of 141 countries.
Saudi Arabia has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Ghana | Saudi Arabia | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 67,608 number | 141,641 number | 74,033 number | Saudi Arabia |
| 2010s | 110,872 number | 144,772 number | 33,900 number | Saudi Arabia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, Ghana or Saudi Arabia?
- Ghana, at 128,074 number against 117,774 number in Saudi Arabia as of 2019.
- What is the difference in teachers in lower secondary education, both sexes between Ghana and Saudi Arabia?
- 10,300 number, with Ghana ahead.
- How many years of comparable data are there for Ghana and Saudi Arabia?
- 10 years are reported by both, from 2005 to 2019.
- How do Ghana and Saudi Arabia rank globally for teachers in lower secondary education, both sexes?
- Ghana ranks 24th and Saudi Arabia ranks 26th 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.