Japan vs South Asia: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- Japan
- South Asia
How they compare
South Asia currently reports 4.23 million number against 280,827 number in Japan, a difference of 3.95 million number.
That makes South Asia's figure about 15.1 times Japan's.
Across all 23 years both countries report, South Asia has been ahead every year.
Japan ranks 13th and South Asia ranks 13th of 141 countries.
South Asia has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Japan | South Asia | Difference | Ahead |
|---|---|---|---|---|
| 1990s | 291,370 number | 1.62 million number | 1.33 million number | South Asia |
| 2000s | 260,923 number | 1.92 million number | 1.66 million number | South Asia |
| 2010s | 277,717 number | 2.94 million number | 2.67 million number | South Asia |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, Japan or South Asia?
- South Asia, at 4.23 million number against 280,827 number in Japan as of 2019.
- What is the difference in teachers in lower secondary education, both sexes between Japan and South Asia?
- 3.95 million number, with South Asia ahead.
- How many years of comparable data are there for Japan and South Asia?
- 23 years are reported by both, from 1994 to 2018.
- How do Japan and South Asia rank globally for teachers in lower secondary education, both sexes?
- Japan ranks 13th and South Asia ranks 13th 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.