Middle income vs Pakistan: Teachers in lower secondary education, both sexes
Teachers in lower secondary education, both sexes over time
- Middle income
- Pakistan
How they compare
Middle income currently reports 16.25 million number against 470,813 number in Pakistan, a difference of 15.78 million number.
That makes Middle income's figure about 34.5 times Pakistan's.
Across all 11 years both countries report, Middle income has been ahead every year.
Middle income ranks 4th and Pakistan ranks 6th of 45 groups.
Middle income has averaged higher in every one of the 2 decades both report.
Head to head by decade
| Decade | Middle income | Pakistan | Difference | Ahead |
|---|---|---|---|---|
| 2000s | 12.20 million number | 172,808 number | 12.03 million number | Middle income |
| 2010s | 14.75 million number | 390,326 number | 14.36 million number | Middle income |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in lower secondary education, both sexes, Middle income or Pakistan?
- Middle income, at 16.25 million number against 470,813 number in Pakistan as of 2019.
- What is the difference in teachers in lower secondary education, both sexes between Middle income and Pakistan?
- 15.78 million number, with Middle income ahead.
- How many years of comparable data are there for Middle income and Pakistan?
- 11 years are reported by both, from 2003 to 2019.
- How do Middle income and Pakistan rank globally for teachers in lower secondary education, both sexes?
- Middle income ranks 4th and Pakistan ranks 6th 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.