High income vs Japan: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- High income
- Japan
How they compare
High income currently reports 3.59 million number against 280,827 number in Japan, a difference of 3.31 million number.
That makes High income's figure about 12.8 times Japan's.
Across all 23 years both countries report, High income has been ahead every year.
High income ranks 17th and Japan ranks 13th of 45 groups.
High income has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | High income | Japan | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 3.31 million number | 291,370 number | 3.02 million number | High income |
| 2000s | 3.60 million number | 260,923 number | 3.34 million number | High income |
| 2010s | 3.58 million number | 277,717 number | 3.30 million number | High income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, High income or Japan?
- High income, at 3.59 million number against 280,827 number in Japan as of 2019.
- What is the difference in teachers in lower secondary education, both sexes between High income and Japan?
- 3.31 million number, with High income ahead.
- How many years of comparable data are there for High income and Japan?
- 23 years are reported by both, from 1994 to 2018.
- How do High income and Japan rank globally for teachers in lower secondary education, both sexes?
- High income ranks 17th and Japan ranks 13th of 45 groups.
- 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.